Torrington Board of Education School Improvement and Policy Committee Meetings

001It is 5:30. We are in order. And as far as the role is concerned, the entire committee is here plus our alternate and our groupies are here. and we always appreciate that and everyone in the audience, we appreciate all that. Marissa, you will take note of the exact meaning of all that. Uh looking for a motion to approve the agenda. >> Second. >> Discussion. All in favor? >> I. >> We have an agenda. The minutes. Would someone like to make a motion to approve the minutes as presented to us? So moved >> second >> discussion. Anyone find anything that should be changed? All those in favor? >> I >> Okay. Uh public particip is anyone from the public here and wishes to speak. Okay. Then I don't have to read the uh long spiel and

002we can go right to the discussion and next steps. And uh Mrs. Ferguson, you have a couple of heavyhitting guests tonight. Yes, we have some very distinguished guests. Thanks for coming. Partnership to develop a course. >> Oh, good evening everybody. Thanks for inviting us here. Um, my name is Dave Trip, the fire chief, and next to me is Joe McElroy. He's a a current board of safety member. Um part of my my strategic the planning as chief was to try and develop a partnership with the BOE in the in the Turlington high schools years ago. We had a a program of more of a fire science technology program. I want to say back in the late 90s, early 2000s that was successful at first, but then it fell apart and it disappeared. Uh the fire

003service is in a crisis. Everybody knows that the volunteers, it's all over the national news that volunteerism is is a dying thing these days along with uh just the generalized trades um electricians, mechanics, plumbers. Um you know, we're losing all those trades. The fire service and even the police service and uh as well as EMS are losing members. It's it's hard to recruit members. So, one of my things that as fire chief was I always have this theory if you invest local, they will stay local. We're finding a lot of uh firefighters in Torington that are leaving for other departments, more money, pensions, etc., etc. Um so, uh when we in invest locally, whether it be Harington, Winston, New Harford, even Torington residents, um they tend to stay local instead of hiring outside of the

004city. Um one of the things that I I was thinking about as a pathway for for our kids and we had two options when we first talked about it. One was the fire science and tech. That's kind of a an AP course going towards college. They could probably re receive some college credit towards that degree, associates degree. The other option was uh a firefighter certification program which they can go right into a volunteer department. Drake's our volunteers in the city. If somebody moves out of town was to go and winstead area, they can volunteer there and they'll have the certifications. um when I had a a brochure, you know, hit my my email that the state was actually doing a pathways program and there's other towns you throughout the state that have different programs. Um

005I I reached out to to Susan and the interest of of a possible partnership with the fire department and BOE turning to public schools. She was excited about it. She put me in touch with with Andy Martian uh assistant principal at DHS and Ryan Dickens the guidance counselor. Um I invited them to the summit with us along with Mr. McElroy and Mr. Mloud who are both of safety members. They saw my plan. They were excited that I was going to try and do this. So the five of us went to this summit down at camp Niantic. They expected about 40 to 50 people ended up with 150 plus. So they saw the need across the state that this is crisis and it was again it was fire service, police service and EMS to try to

006start recruiting. So we felt that the option that we would do and I think with with seniors especially is more of a hands-on course with the firefighter certification. They become firefighters. You know they will wear the gear. They'll do our job and what we train to do. You know force doors open, put out fires, wear air packs, crawl around, make rescues. you know, that's that's the good stuff that, you know, we love to do. Um, so this program develops them into a firefighter, the certification program. Um, I'll have Joe speak in a second about the actual course. Um, and he can talk about his background at the fire academy and what he does, but um, the general course, if you go to regional fire school here in Burville, which is in Torington, the course is

007roughly $1,200. So, we're offering, you know, these kids, young men, plus young women, uh, an opportunity to save some money in their pocket if they ever want to become a volunteer, plus the burden on the volunteer department. Drakeville, we know, doesn't have a lot of money. It's hard for them. They actually charge the person up front and reimburse them over a year, their money if if they do pass. So, I'm here to to uh see if you're interested in a partnership um and networking. Uh, the summit was great. We have great contacts. Andy Andy is fantastic. Um he's a great person to work with. I met with him a few times already and he's excited to do this. Uh so I'm here tonight to talk about the program a little bit with uh with Mr.

008McElroy and we hope that you know you'll gain your support and and push us forward. I think it'll be a great opportunity for our kids, great opportunity to get into the trade. Those that don't go on to college, we can get them into a trade. and you we're looking to recruit for the fire service and I would definitely, you know, recruit from within first. >> So that's that's what we got to determine. I did a couple really quick >> Okay. Sorry. >> Yeah. No, I I did a really quick thing. Um, you know, we will supply the PP I'll have say state certified instructors that would be instructing um during anything and you we we provide a schedule. The only thing that we would be asking for the BOE um is to um there's a

009textbooks plus an LMS involved about $120 a student roughly. I just did a quick look online. It's a Jones of Bartlett and you know obviously a teacher to keep track of the attendance and records and the ground rules um in a classroom in the school for during the week when we you come into the classrooms. Um I'm going to have a chief of training hopefully promoted in March. He would be you know the spearhead of this program um along with our other instructors. He'd be the lead. Uh so that's kind of the timeline. timeline would either be if we can get it running and going and and present something to it to the board would be the earliest would be next fall. If not, you know, we want to get everything te's cross eyes dotted

010and ready to fly so you have the other brochures and pamphlets to you know get the juniors involved a year in advance. Um, you know, we can wait a year to make sure that we're coming off the ground running and with no hiccups. That's kind of the timeline I'm looking for. and I'll let Joe just talk about the program really quick. >> Uh Joe McElroy, um currently commissioner of public safety for the city of Torington, also run the recruit program over at the Connecticut Fire Academy over at Bradley and work up at Lichfield County Regional Fire School. Um been up there about 30 years now. So, uh part of the program is going to consist of um cognitive and psycho motor skills. They're going to be doing classroom, they're going to be doing hands-on stuff.

011Once they're done um with the program, they'll actually be tested by the state of Connecticut on the certification program and actually be certified as a firefighter one they call it. So between the classroom, the school um up at the Burville area there for them to train at having gear and uh working with firefighters, it'll prepare them to join their local volunteer fire department andor pursue a career in the fire service. It's about 213 hours typically for the firefighter one program. We normally do a couple nights a week and every other weekend, but uh this would be a different schedule obviously, but they still would be able to accomplish the um program to get the certification at the end. So, if anybody has any questions because we're not going to take up a whole bunch of

012your time, but if you have any questions about the program a little bit and how the actual thing works, just uh ask and we'll try to answer tonight for you. >> Uh John Krisco, chairman of the committee. Uh do any other schools in the state offer this? >> Uh there's a whole bunch of variety of different types of programs throughout the state. I'm not sure exactly the total number of schools that actually do the host certification, the firefighter one program. Uh some of them just do um a fire science type program to prepare them for down the road if they want to pursue fire technology or fire science um in college and stuff like that. Um I would have to research and or the chief to try to figure out how many schools are actually

013doing the actual firefighter one. Um I think because the there's so many u volunteer departments in the state that are lacking people to join. Uh most departments are now trying to have career people during the day because nobody's volunteering anymore. So um I think the numbers are starting to increase because everybody knows the the need for it but the number I don't know in the whole state how many >> because knowing who else is doing it and how they're doing it would help us not reinvent the wheel if there are successful existing programs. >> We could probably learn a lot uh from them. Uh Gary, you wanted to ask something. microphone. Gary microphone. I suspect it'll be popular hopefully for kids who don't want to go to college and spend lots of money and um

014get a high paying job. But if they could they take that somewhere else to another community. So it's a statewide certification. Okay, great. >> Yeah. So what's unique about Connecticut is uh it's Pearlboard certified and and IFSAC certified. So even if other states have that that certification by the boards is reciprocal to other states also. >> I hate these things. Um well the union the entry into the union when I think that's going to be important to a lot of kids especially looking toward their career and benefits and things with the certification going into let's say the Drakeville system that's not going to give them anything. It'll be a volunteer or will there be a an avenue to to get into something that pays? >> So going into Drakeville would be just basically like a

015resume builder to get in. And being local again, I'm going to invest local. I'm going to pick local. >> Great. >> And if they complete the program here through the high school, uh they'll be already certified by the state of Connecticut. they can walk right into Drakeville and start responding to calls in the community um and be trained enough to actually wear self-contained breathing apparatus and go into building fires and all that stuff. So that's a big jump from waiting for years to start taking fire one and stuff that already completed during high school which is part of education. >> Kristen, >> I think this question is more for uh Mrs. Ferguson. Um so similar to how the Yukon classes run where the uh the cost is split between the board and the parents would

016this be similar case or would this entire cost fall on the district? >> I think that's up to the board. >> Okay. >> Yeah. >> Okay. You know, there's a lot that goes into actually turning an idea into a course or turning a certification program into high school courses. And >> yeah, >> we have to worry about things like credit and things. >> Of course, I mean, I I love the idea, >> but right, the idea >> I'm certainly on board. I just was wondering about the cost >> worth looking at. I think it would require cooperation between the fire department and probably you, Mrs. Ferguson just to put it in the format where it it would work work for us and and that we could look at it and say if we wanted it

017>> which we probably would. I'm not saying we wouldn't, but >> Right. And I think you know, Chief came over this summer. We had a long meeting about it and it's it was I was very excited about the idea and you know, Andrew and one of our counselors and as Chief said went to this summit um back in November, right? >> Um and I I wasn't at the summit, but my understanding is that it was largely about how to move forward to develop this type of thing, right? So there would be um some groundwork that's already happening um you know to help us kind of get off the ground if it's something that the board was interested in. Is that fair to say? >> Yes. >> Yeah. >> So really what we want to do

018tonight is make sure we want to continue to investigate this. >> Yep. >> Okay. Uh Jeff, >> is this a program that you would work it would work? You said 213 hours. Do they do it in cooperation with local volunteer fire departments? Is it a you come to school and you do some stuff during the day and then they join a volunteer fire department as a part of a junior's program. What are you envisioning this process to look like? >> I think that's that's an option of of the individual. Uh I mean Drakeville does have a a junior program so they can obviously get into Drakeville now if they wanted to. Uh but we're looking at just getting them certified as a a course. They may never ever become a firefighter. they might not want

019to after, you know, they go through the close. Um, I think that's going to be an individual thing. We're going to try and push them to Drakeville to get that, you know, to get involved and and get that experience because we're not hiring like every day. But, um, you know, again, invest local, stay local. This is great. This is the whole purpose of the Pathways program that was designed with this school in mind is to offer these opportunities to our youth to pick a path whether it's collegebound or, you know, a career in a trade. This is excellent. So, thank you very much for your time. Thank you. >> Kind of piggybacking on that question, in terms of the 213 hours, would all of that need to be within a classroom or is there work

020students could do in that in to fill up those hours to meet the hour requirement for the course load? >> Yeah. Yeah. Go ahead. We do need to use props and use the facility up at Burville uh for training, hands-on training. We couldn't do it here. uh we actually need a tower and and a maze and and rooms to search for victims and all that. So, some of the program would be very exciting because it's hands-on with gear and they'd actually be in an environment learning those skills. Um but a majority can be definitely done in a classroom environment. >> Thank you. >> Again, Jeeoff, >> sorry, last one. of the 213, are you anticipating there's a split between is there an approximate in-class verse, you know, on on-site, we'll call it, or you know,

021hands-on type thing? I'm assuming some of this would be done at the Torington Fire Department kind of in that partnership with all the equipment and things. Is there you obviously on-site is or hands-on gets everybody excited, but kind of gets a good idea of what that balance would look like if you know I >> I think part of it is going to be up to the board. Our end is very easy. you you agree on it, we can train them. We know what we're doing. It's up to your schedule. How's it going to work? Um how many hours are you giving us? Um if it's not the 213 hours, we still can make it work. If it was less hours, we would just have to adapt a little bit. But it's really up to uh

022your schedule. Uh do you want it? Can you fit it in there? And um once you tell us the parameters, our time management will handle it. I mean, we we're very used to adapting the fire service, changing um adding extra things in classroom to to compensate something that might have to be done outside. It's really up to um the board if they want it and um how many hours are you going to give us? >> Yeah, I think you're asking about like theory, right? Classroom theory time. Like do you have a sense of is it like 75%? >> Oh, that part of I'm sorry. So, uh I'm I would say for firefighter one, it's probably going to be 60% uh 65% hands-on and then the other portion is probably going to be classroom. >> Okay.

023So, and it would be very helpful to us to know if any other public school system is doing this. >> Yeah, we can look into it. We'll try to research, find out who's doing what programs, how many are doing firefighter one, >> uh, and all that stuff. Uh, and if we find out, majority of them are doing fire type programs, but none are doing what we're doing in Torington, uh, we'll set the grounds for everybody else in the state. >> Okay. So, what I think I'm going to ask this committee to do is to just recommend to the board that we pursue this with the fire department, the board of public safety. And Mrs. Ferguson, you will oversee. >> Thank you. Will someone make that motion? >> So, move >> second. >> Discussion. All those

024in favor? >> I >> motion is carried. Thank you very much. I look forward to following the progress of this uh course and we have gotten you out in time for your next meeting at city hall. >> Yeah. >> Thank you. Thank you very much. >> Appreciate it. >> Moving on, we have the uh middle school report. I couldn't make the school visit today, but uh Miss Conway did. and uh if you would start by reporting on that as as we get set up for the school report. >> Sure. Uh I had a nice visit with uh Mr. Penny today. Um I've been in the school so many times I really didn't need the actual tour, but we did go into some classrooms. We did a quick meeting beforehand. Um lots of good things happening

025slowly but surely. Um there's been some trial and error with some change implementation. What's working? what's not working. Um, attendance um issues um habitual attendance issues are down uh 22% uh which is amazing. Referrals are down 65%. Um we are looking at a change to uh quarters and semesters for next year which will help with class size, offer more choices to students. Um giving them a voice which will engage them more which we discussed. Um not that Mr. Penny complained, but I did push for what his challenges are. Um, so one thing I did learn is that during lunch, the middle school students have to go around and get served from that side on the high school side. And it would eliminate 10 minutes of waiting in line. And that 10 minutes we talked about

026could be spent walking the track outside and getting the kids some fresh air and some exercise and just some time outside the building. So, it would take I think we talked about two staff members. I'd like to look into seeing if that's a possibility. >> If this was >> if this side was open to to serve, um it would lead to less behavior issues after lunch because the referrals tend to be higher after lunch. Um I saw um Mr. Douglas's classroom. He set up a donor's choose where he got two new 3D printers for his classroom which I got to see. Um, which was very cool. The kids were engaged. Um, we talked about calf space being a challenge but working to the best of its ability. Um, and um, oh, I learned about the

027expectations for classroom, hallway, and cafeteria, the three areas of concern, and that was worked on by both staff and students together. and then the feedback was made into a um a policy. Um so that was good to see. Other than that, great visit. Thank you for having me. And uh your turn. >> Good evening everyone. Thank you for having us. Uh I'd like to introduce Miss Torres Taber, our new assistant principal, and Mr. Ryan Nevers, our new coordinator for special services. This is your administrative team now um at at TMS and all of us knew this year. um Lena several weeks ago and Ryan just after the new year. So excited to have a full group and a full staff to be able to continue to move the work forward at the middle school. Um

028it's it's been an amazing start to the school year and you know a tremendous amount of gratitude to this group for the work that you've done to give us this unbelievable space. I' I've never been in a school that is like this, that looks like this, that feels like this. Um, and we're already seeing, I believe, impact on our students, specifically in their attendance rate and their desire to be here. Um, the staff enthusiasm for what we're doing and just the space we get to come in to work every day. Um, the the beginning of the school year, for those of you who don't know, we were able to move into the building the day teachers came back, but the parking lot wasn't open yet. So, we had this amazing team building opportunity where we

029met at TIS, the old school, and bust over together um every day for the first few days of school. And the the enthusiasm and excitement of the teachers was was amazing. And and I give them a tremendous amount of credit for being flexible. And that's what we started the year talking about was how do we build a foundation for our culture, for where we're moving forward, for what's to come. and we talked about the need to be flexible, to learn our space, to make adjustments, to try things, see if they work best for our population, and if they don't, it's okay. We're going to make changes as we go down the road. So, the enthusiasm of the staff has been wonderful. The students coming in the building. We all genuinely were in awe of the

030space. Now, we're living in it. We've been in it for a half a year. We're learning what's working, what's not, and we're still trying things out, and we're still trying to make those policies and procedures that we need to function every day make sense to move students learning because at the end of the day, that's what everything is about that we're trying to do. Um, as we moved in, teachers spent a couple days, thank you for the time that we had at the beginning of the school year to do that. I think teachers truly appreciated that one specific day where we said, "We are dedicated to making our classrooms ready for students." I think that was tremendously impactful to the morale of the staff and getting people settled into the building. That was a wonderful

031opportunity for for meet and greet and to be able to move around and spend time in their classrooms and really get things ready so that when students came in, we could hit the ground running as much as we could. Um it it's a lot of new new space, new admin to start the year, new admin team within the last several weeks to to carry the work forward. A lot of new staff with the redistricting. A lot of new staff came over to TMS this year. So when you think about how a school functions, we really have to do everything from scratch. We said, "Okay, at the old building, this is how we did it." So we always start with that framework. We work with the high school to say, "How are you doing it?" And

032then we have to design it for ourselves. Everything from how we uh execute a fire drill to what lunch waves look like, how do we line up, how do we transition, do we use lockers, when do we use lockers? It really has been a groundup building of a foundation for what this school can be and I think that's where the majority our of our work has been. It's been wonderful to be a part of. Um it is slow to make change and not that it needed to change but coming in from the outside looking at how things were going prior from a data standpoint we certainly knew there was room for growth. So coming in and being able to say, "Here's what we're going to start with foundationally." Building those structures and guidelines so that

033students and staff know what the expectations are. Communicating to parents and family what those expectations are as we move forward clearly and in a way that everybody can understand so that we have the foundation to then really pile on and do the work academically that we see down the road that needs to happen. So that's going to be something. But we've had a lot of new schedule students coming in and I'm sure everybody on the board has gotten feedback about the earlier start time for our seventh and eighth grade students and I know some of you are experiencing it firsthand. It's it was a change for a lot of people but handled extremely well handled by students, staff, parents. I think it's it's gone as well as it can because of what people look forward

034to coming to every day and that's this amazing space. So, thank you for for putting us in it and giving us the chance to use it. When we talked and I came in and looked at how do we identify where our energies and efforts are going to be this year really I went back to the feedback from students and staff and parents last year that was the crux of where do we need to make changes and growth in this first year and it was very important to me that coming from the outside it was the voice of the community that set the tone for how we move forward and that really was coming from the school climate surveys last year and and the the people that were surveyed the staff the students and parents parents

035identified some specific areas that we chose to focus on and the message was to build culture. The year this year is about process and procedures to but to build the foundation of a culture for how we're going to move the middle school forward and that started with the feedback from from parents and there were very specific goals created around the feedback we got from the students and the staff and the parents. Those are around belonging, consistency in the application and expectations, recognition of students who are doing good work and and staff as well. I think that's an important part of it. Giving the students a voice and how are we supporting staff to make growth and move things forward because that is so much about what we do. The culture is tremendously important, but at

036the end of the day, recognizing student growth is what we're here for. So, we have to figure out how to do both. and and I'll talk a little bit tonight about what that looked like and show you some of the data. That sense of belonging first and foremost. When you look at attendance data, our students coming to school, the shift in students wanting to be here, I think is tremendous. And that's something that Miss Conway and I talked about today. When you look at the average last year at this time from August to January pulling the seventh and eighth graders, there was a about a 33% of students had missed 15 or more days. Same time frame last year, same two grade levels. This year that number is 6%. Students want to be here, which

037is an amazing amazing start. That's what we need. If students are in the classroom now, we need to teach. And that's what we've started off this year at. That's the culture we're working on and that's the expectation that we're going to continue to use moving forward and that is a tremendous thing. How are we doing that? Relationships between staff and students always first and foremost, but we're trying to add those fun things that make middle school special as well. And we're doing it with the students. We did a holiday movie night which was an experience. Um students not really sure how to interact with each other yet at this age. Um, some of it was structured, some of it was unstructured on purpose, and we're going to continue to learn and grow and make those

038events better, but give students the opportunity to have that social time because it is such a motivator for them and to do it tied to the school. We want them to want to be here before school, after school, during school. We really want them to be in the building because that's when we know we can really teach. We have some amazing trips coming up. Some of them have been historic, the Washington DC trip. We're also doing the Hamilton trip. Thank you for approving that. We're trying to give them tremendous experiences that make them want to be in school and then we're going to tie those things to academic learning and make sure that those things are really furthering their education and that's an important thing that we're going to do. Miss Conway talks a little

039bit about consistency and expectations and this was an activity that we did as teams with the students and with the staff and then work together to combine those things. Years ago when PBIS launched it was about positive behavior intervention systems. What are the things you're asking people to do? I don't want to get caught in don't do this, don't do this, don't do that. I want to say here's the expectation. These are this is what it looks like to be a strong learner, a healthy learner in the classroom, in the cafeteria, and in the hallway. And the students and the staff came up with these expectations. We defined what does it look like to be safe in those areas? What does it look like to be respectful in those areas? And what does it look

040like to be responsible in those areas? And it's tremendously important that we have a common language for how we reinforce expectations because we wanted to set the bar this year and say, "How are we doing this?" But we can't do it without our students and we certainly can't do it without our staff. To do that together and to come out with something that is understandable, clean, able to be communicated. We're going to have posters made and put it up throughout the building so that we all speak the same language. That's part of that foundation that we're trying to build. And I credit our students for being able to have a conversation like this. they are very capable and they appreciated the opportunity to give that feedback and then to look at the final product and

041even edit the final product and say well we really like this makes a lot of sense we actually have higher expectations for ourselves here and here and we're able to kind of raise the bar a little bit with their support continuing with the accountability and consistency referrals to the officer down significantly which means behavior is better I credit that in part to our certainly to our staff but also to our students. The setup of this building is tremendously supportive of adult supervision. Those long straight hallways for the middle school have been wonderful. The amount of staff that you see in the hallway in between classes is tremendously helpful. Staff are encouraged to be out. I'm always out. I was out with the board members today during passing time. It helps build relationships. It encourages students

042to feel supported, but also to make sure they're doing the right thing. And it cuts down on the discipline after the fact. It's all geared towards getting them in the classroom and learning, but really it's about visibility, relationships, and presence on the front end that allows us to move forward without having to deal with some of the things that we maybe had to deal with in the past. Recognizing students is always a priority. We did it through TAG awards. We have um we did trimester house awards this year. We didn't do it monthly. I know it was monthly in the past. I really wanted students to feel recognized, but I also wanted to make sure that they're earning that recognition. I don't want there to be token awards. I want it to be well-earned. And

043teachers and teams were excited to recognize academic excellence, most improved students, students kindness, and then students of the month. They chose two on each team. So, we recognize a number of students within the school um for trimester 1. We will do it again for trimester 2. That recognition of those students makes them feel valued. And it's important part of recognizing and making them feel seen and heard because those students who are doing the right thing deserve that recognition and that opportunity to to feel like they're part of something. Our National Junior Honor Society has a tremendous group of students who love to do volunteer work. They did our open house where they gave tours to members of the community and and were here on a Saturday morning from 7:30 to 11:30. And I I know

044one particular student who's the head of our student council. I want to say she gave 12 tours and she set the bar. She was so excited and she was amazing at what she did. Um, I appreciate their willingness to be a part of our community outside of the classroom and our students really want that and I want to make sure we're creating those opportunities for them. I think I'm stuck, Josh. There we go. Um, the student voice is always important to me. I always feel like the best um test of how students feel is to ask. They're old enough at this point for them to have their own voice. Um, we recreated student council this year. I know there was not a student council last year. We have 38 students on that student council. They

045meet regularly. They meet every other week, I believe. Um, executive committee once a month, the larger group once a month. And we have real conversations and we have real opportunities for dialogue. What's going on? How are things going? They implemented on their own a feedback box in the office where students can anonymously give feedback and then they collect that data and we sit down and we have a conversation. what's going well, where can we improve, where can we make your experience better, and I think that's an important circle of communication, and the students have been amazing at taking that on. But to have a student council, a middle school of 38 students is a wonderful thing. And they're doing an amazing job with the events. We're already planning our next spirit week, which is going

046to be next week. Um, they're looking at doing a pep rally potentially in the spring. We have a a student uh staff basketball game coming up at the end of February. Those are all things that our student council is taking on that are those studentled culture-driven initiatives that they're doing on their own and we're just guiding. So, it's wonderful to be able to help them through that. But to give them that voice and say, "What do you want this experience to be?" I think is important. Middle school students want choice and we want to be able to give them that choice at this age. Supporting staff. We say professional development, it happens on the regular basis, but what does that actually mean? What are we doing? Um, OTL is doing an amazing job. We just

047rolled out. We've been talking about high quality instruction all year. We just had our faculty meeting today, spent the day with our OTL team and talked about high quality assessment. It's the next step in what are we doing to make sure that we're doing the right things as far as what we're teaching in the classroom. Checking for student learning because the outcome is really important as well. And how do we do the best at both of those things, instruction and assessment. We started that work with the office of teaching and learning today. There'll be a lot of professional development about that in the spring. That's what's coming down the road. empowering teachers. We not only had the 3D printers that just came in that we were able to raise the money. Empowering staff to go

048out and get donations and programs. We also have something called the Obots that we just got a lieutenant governor's grant for. The Obot program is I believe it was about $4,000 worth of product and materials and someone from the state came in and trained about 25 of our students in in a classroom. those 25 students are going to go back to all of their classes with that particular teacher and teach everybody else how to use that program and those that equipment in technology. So, it's a really neat um STEM experience that we didn't have even two weeks ago. They actually just did that training two days ago. So, it's it's wonderful to be able to keep up to date with technology, through grants, through those opportunities the state provides and give our students an up-to-date

049experience and let them explore what it looks like to be a part of those classrooms in a in a genuine way. So, I'm excited that teachers feel comfortable going out and reaching for those things and and giving students those experiences. That's an important part of staff growth and supporting them to do that. They feel valued and seen and heard that their opinion matters. That's a tremendous part of of what we're doing as well. We have a new math curriculum this year. We're in the second year of a new English curriculum. There's a lot of work going on at the teacher level that may go unseen that I just wanted to draw attention to because we are working to make progress in the classroom. We are working tremendously hard to give our students better outcomes. I

050know that ultimately is the goal for all of us and that's something that we are working on now along with the culture foundation part. We also are working on what's going on in the classroom and we expect that work to continue and grow in the next couple of years. Looking at the learning outcomes, here's the snapshot of where we are now. And I think this is an important thing to talk about. My expectation is that this is going to get better. My expectation is that this is a starting point personally for me coming into the district. This is the reality of where we are. There has been some growth already in the in the math program uh especially in seventh grade. There's been some growth through the ELA program, especially in seventh grade. The eighth

051grade team is working on that growth, but it's an area, it's a reality, and it's data that I wanted to make sure I showed this group that we're going to talk about. I want this change to be faster, as I'm sure that we all do, but I believe that we have to do it systematically and methodically in order to sustain that growth. I'm not looking for one-time growth. I'm looking for sustained growth over time and a significant amount of it. And our teachers are doing a wonderful job of of taking this on with that new curriculum in English and in math that we're going to we're going to move this work. That's my intent and that's their intent as well. So, it's something we will continue to make sure that we do. So, how do

052we continue to move the work? We're going to work from the bottom end with students and staff, building procedures, culture, teacher learning, and from the top down that portrait of a graduate. We're g already started work um last year before I got here as a group identifying what areas curricularly are going to own different areas of the portrait of the graduate. And I'll show you what that looks like in a moment. We're talking about tiered intervention. What does tier one, two, and three look like in general education? What does it look like in special education? I want to be better about articulating why and where we're intervening for students so that we are moving students in the right direction. I think that's the most significant important way that we're going to do that. We need

053to identify who needs to move and how we're going to move them. I don't think it's done through wishes and hopes. I think we need to be clear about how we're going to do it. Um it was mentioned that we are looking to move to quarters and semesters next year. Part of that rationale is to get in alignment with the high school so that some of our students have an opportunity to take classes at the high school for credit as freshmen. That would allow us to extend learning for some of our higher learning students while we focus on supporting at the middle school level some of our students who need that extra help to grow. So, it's going to allow us to collaborate a little differently. But I know that was the intent of this

054building. So, we're going to work towards that. We're going to lean into that. We're going to provide opportunities at the high school next year for students to take higher classes for credit in high school while we continue to revamp and restructure the things we're doing at the middle school level. But we also want to give some some voice. Um, part of the conversation I had today with with board members was the the question of whether or not parents understand what are their students taking in middle school. Do you have a clear understanding for what your kids took while they were here? We need to develop a program of studies. It's something we're working on. It's in process, but there's a much more clear outline for what classes you take in seventh grade, what classes you

055take in eighth grade, what's required, and where students might start to have a voice. And I say voice because we're going to ask students to register through powers school for seventh grade and eighth grade next year and say, "I'd like to take, if it's available, these classes specifically in the areas of performing arts, steam, and um cultural explorations and world language." We're going to allow students to have a voice in those areas. We may not be able to accommodate everybody's individual choice, but we will do our best. But we want to start to communicate with parents and families. What are your child's interests? What do you want to take and work with those families to try to make that happen and build some ownership among families and students of putting them where they want to

056be? Giving them the opportunity to explore and learn what they want to learn, but still have that exploratory mil middle school experience. They still need to be able to say, "I took STEM classes. I met the requirements in these areas, but I took a performing arts class because I may love it and I may have never taken a class in it. We want to make sure they have that true middle school experience. And I think that's an important part of it. Continuing to work on curriculum alignment and common assessments through the portrait of a graduate. Um, I'm sure everybody in this room has seen this. Last year at the end of the year, work has already started at the middle school to take ownership of what portrait of the graduate will look like. different curriculum

057areas have said, "I'm going to focus on these areas. We're going to work on embedding those into the curriculum so that there's a through line from the day they walk across the stage to the first day they come in the door at TMS." And that's work that will continue for us as we move forward so that there is clear communication on what you're taking, why you're taking it, why it matters to to the town of Torington and Torington public schools. >> Questions for me? Thank you. Uh especially the end the positive things going on and projected for the future. Committee questions first. Committee questions. Committee comments. Anyone else? Jeff. >> Great presentation. Uh it's always good to see the new things that are happening and understanding the challenges and the successes that are coming. Congrats

058to the team for all the hard work. It was interesting today to see how non-kaotic a seventh grade hallway was with with students rolling in and grabbing, you know, book bags and stopping at the lockers back when like when we were kids. Um, it was very impressive to see uh just that that maturity that's coming and and the work you guys are doing towards it. So, thank you very much. >> It's a fun age group, isn't it? >> Frustrating and annoying, but fun. >> Carrie And I'm not sure how it works, but things that I've brought up in the past because my kids were lacking in some things, but certain things that kids have been lacking leaving here. And coincidentally, two people last night, both graduates of Torington and then their one of their wives

059is a teacher, were comment commenting on their daughters that graduated last year. And it goes back to geography again, believe it or not. But that's that and fizzad. Are we gonna Well, I mean, these kids did not know where they're both at Yukon, didn't know where V Venezuela was. My daughter went to Syracuse, didn't know where Argentina was five, six years ago. And none of the other five girls in the circle, all honor students, didn't know where South America was or parts of it. Today's day and age, geography is very critical. But that fizzed other things that some kids just don't want to do or take. And I don't know how we offer some of these courses, but would we prioritize some of those things so the kids have to learn some things that are

060important rather than ignore some of those things that I mean my daughter was embarrassed when she got to Syracuse and realized what she didn't know. Um, and she got tutors and she's not alone and I wasn't the best student, but there are certain things that I feel are priorities that other parents feel are priorities. I don't know how we we how we come up with our curriculum and I've talked to Mrs. Ferguson about it, but will that fit in with all this? >> So, we are right in the thick of a curriculum review. Um, so all of those things are being seriously looked at. Um, but I think everything that Mr. Penny has presented here, um, beautifully dovetales with the work that's being done in OTL, right? And the middle school team has been a

061great partner in that work. And curriculum review work is something that's kind of ongoing and it's not something that happens overnight. However, given the conversations that we've had recently, we are taking a very uh focused look at some of of those things that you're mentioning. Yes, >> it would be would be in line with the school. You had you had to go through certain coursework before you get out of school in order to be able to expect to go to college and participate >> or or just understand how the world works if you don't go to school. even when I went to college I probably didn't know but um I mean in terms of the priority of courses that we're going to bring back versus what we may have lost and I don't mean recently

062but let's say 10 years ago five years ago four years ago things like that I don't know how they fit in but and I never really care to get involved in it but >> right and I think this is a conversation perhaps for another meeting but um just very very briefly I think to to respond and I hate to keep doing this because I feel like a broken record when I say this, but I think that the problem has long been the advent of whole language in the younger grades that that actually caused almost the extinction of what we call core content area subjects, social studies, science, especially in the younger grades because everything was integrated into literacy and math. But we're moving away from that as you know. So there's going to be a

063course correction and there there is one underway. >> Yeah. Thank you for continuing this discussion about more social studies being necessary. There is a theory in in teaching pedagogy that that says well if the student hasn't learned it, it hasn't been taught. And that's a good way to define that. But uh can't always blame the the system, the curriculum or the teachers if a kid hasn't learned something pretty basic because it is up to a student to pay enough attention. But anyway, that's just my defense of educators in general. Uh anyone else? >> I don't think it was the educators. I don't think >> I think it was just the offerings in the past that were the problem. not the educators but as as was explained there was there were reasons going back a number

064of years how we ended up that way that's all >> okay thank you so I guess that's all thank you very much thank you very comprehensive very positive very forwardlooking enjoyed hearing that and speaking of curricular material we have a physics course being proposed. >> We have a physics course. We have a physics teacher. We have Mr. Marshand who's here for the moral support. We have Mr. Dubois to talk about uh Yukon ECE physics. Thank you for being here. >> Oh, thank you. Um, and I appreciate, you know, how uh hard everyone's worked to create more opportunities for our kids. And clearly, I think the Yukon classes have done very well. And physics, I think, is just another one that we can add to the repertoire. And um, you know, we're I think we're really

065well equipped for it because the current honors physics class that would become the Yukon class, we're already doing a quite a bit of the same rigor um, and level of of challenge. So it wouldn't be very difficult to make this transition and you know it's worked really well with the other courses. So um I think it's going to be a great opportunity for our kids. >> Rick, can can you just tell the committee what the really what's what's the rationale in moving from the honors to the ECE? What's the benefit I guess? Well, you know, I think certainly um a lot of our kids are high-f flyers and they're very mindful of maximizing their opportunities. So certainly if we can give them a course that gets them a credit, you know, that gets them a

066four credits at our state's flagship university and they can really have a suite of classes that they've accumulated and kids take a lot of pride in that as they should and it's a it's a wonderful advantage. And um so I think if we can offer them something that at an unbelievable deal for them to get college credit and I think that really um as kids come up through the middle school and all the wonderful work that's being done there that when they see that they can get multiple college classes under their belt um I just think it's a great opportunity. >> Yeah. It also helps with us um not competing against other AP courses for the students that want to take physics at the highest level. >> Right. then they don't have to choose an

067AP course over the honors course. They now can take a Yukon course at on it for physics, but it kind of helps keep the students in the sciences in the programs and boost the environment. >> Should help. >> Uh how many kids do you anticipate being attracted to this course? >> Well, I think kind of going along with uh what Mr. Marshian said, you know, there are certainly some students that are high-f flyers that will not take physics if it's not offered as like a college credit potential. So, um the fact that we're going to transition it from honors physics to the Yukon physics, you know, right now we have over 60 kids that are in it um in honors physics. So, I anticipate that number is going to go up. >> 90 plus in

068algebra 2. How many kids does that cut out if that's the right word? How many how many of our kids get more than a 90 in algebra 2? >> So, um, we do have multiple levels of physics, you know, we have the Yukon physics, which, you know, if it's approved, and we also have college prep physics. So, we we have a physics level that will work for any student who's um if they're not at that level of 90% or above. Um, we also, you know, college prep physics is also, you know, an excellent class for them. So, you know, I think we really can accommodate a lot of kids. >> No, I'm very happy to see a very demanding course offering. Very happy. Just wondering if we'd be able to fill that classroom if that's

069the requirement. >> We don't think we'd have any trouble filling the course. >> Yeah. >> Okay. >> Other questions? >> Great course. Great course. Uh looking for a motion then to approve passing this on to the board with with our recommendation. >> Second >> discussion. >> All those in favor? >> I >> thank you very much. Okay. Distinguished alumnist, this was presented to us with dates and we've all had a chance to look at it. Uh would anyone like to discuss anything about those proposed dates or >> just um that last year for the first time we made the presentation at the awards night rather than scholarship night. So you'll see the highlighted uh section at the bottom of this first page in your packet. Would just ask that the committee decide which night they'd

070like to do this. Uh so that when the paperwork goes out, like I will potentially on Monday send this out in a a media blast um and it'll go out to all TPS for the first time this year. Last night last year seemed and Andrew Yuken, you were there with me. I mean it last year I thought it fit in very nicely with awards night because it's it's an award. Um Yeah. >> Yeah. >> Recommendation is the awards night. >> Makes more sense. >> I I I don't know. Maybe it's just me because it's it's an award. It's not a scholarship. >> No, it it makes sense. I'm just wondering if that's if you're recommending that. I I to me it felt better last time. >> Okay, that sounds like a recommendation to me. >>

071So that seems to be our choice. Committee members, >> I'm in favor of that. >> Anyone? >> That that makes sense to me. >> Okay. So, we're not even going to vote on that. >> With the caveat, I think the reason we ended up with awards night is because our candidate was unable to make um scholarship night. So, are you open to that flexibility if your chosen candidate >> I think we are, aren't we? >> Yeah. >> Okay. Whatever works best. >> Right. So, we'll publish it with awards, but then with the understanding that if we run into a snag, we can be a little flexible. Okay. >> Okay. So, people have a month to submit nominations for this, right? >> Correct. >> And you will be publicizing this by >> on Monday. Um, Lori

072Roy will send everything out to our media list serve and I will send it out via email to all TPS and then as as has been done in the past, we send it out. You know, we give it a couple weeks, we do it again. Um, you know, it's human nature. People tend to wait till the last minute to submit. So, >> well, it's worked in the past. We've ended up although it looks sometimes like we aren't going to get many many by the time we get to it >> too many to go through. >> There are there are a lot. Yeah. >> Right. Right. And we still have um the last couple years to >> Right. Okay. >> to you know include. Yep. >> Okay. So then I'm not even going to ask for

073a vote on this. We're all set with what's been presented and the uh going with the awards night, right? Okay. We are pretty much to the end of our agenda. One more item and that is the uh board goals. The board adopted the two goals that we passed on. Uh the board having to uh the goal having to do with the board getting along better with the city and about artificial intelligence. And I think the intent tonight is uh I don't know if it has a lot to do with us about the uh positive and productive working relationship, but I think I have uh and I've emailed with the with the chair just to uh talk about the way we want to handle the AI. And I mentioned at the board meeting itself the idea

074of a of a small committee representative of of many of the any uh of the involved uh constituencies uh stakeholders is maybe that what we call them now in Eddies but the people who who have something to do with this and the people who have a stake in it. uh a small committee 10 12 maybe 14 people to depend on on exactly how many groups we decided should be represented but um and then the chairman said that sounded good to him and I'm just wondering if we now want to talk about how we want to do it that's just one suggestion and if we want to save ourselves the trouble I asked AI today really two pages I said generate made a uh school board policy, a school system policy for dealing with AI. And

075here it is. So, we could just go with that. I Who wants I'm sorry. Okay. Uh other ways of handling that or or any any tweaking of of that way of handling it or any points to make Gary with the microphone, please. >> Yeah. I'm sorry. I think your way having a committee is is would be important. This isn't this is complicated and it's it's I mean Jeff can probably better answer than me but I was spending a lot of time looking at how the techies support AI and and and how it should be used in education and it's very specific as to what the guardrails need to be given today's and I got let Jeff weigh in today's understanding of AI and how it can hurt education how it may help um the cost

076um the the the long-term effects it can have on students and the outcome if it's not well thought out. But I think Jeff's probably better at this than me to maybe weigh in. >> Disastrous if it's not well done. Exactly. Can't be wild west. Can't be wild west. Oh. >> Uh, yeah. I I think it's a good idea to to handle it with a uh with uh with a committee. My only concern is if you're talking of a committee of 12 to 14 people, I think that that's too large. >> Too large. >> Yeah. Yes. >> Okay. So, let's talk about that size for a minute. I I think that you need enough different viewpoints and enough digging into and in in looking into how we have to approach it. Having computer people, having teachers,

077having I mean neuroscience efforts, physics, there's all kinds of different input that I think are needed and but again I want Jeff to answer some of this. >> Anyone else? Jeff, >> I've been paged. So um really the biggest challenge that the school board will face and the teachers is that I AI is very iterative right so you look at what AI could do two years ago you look at what it can and is doing today so a policy has to be then a and a framework has to be designed around what we want it to be able to do and anything that we don't want it to do doesn't get named it's we here's what we're going to use AI for and then it gives you the opportunity as a district to add things

078to it. So as that iterative nature of AI evolves and it can do more things that we think are beneficial to our students, we add that as an allowable use. So I have looked at a lot of other policies we'll say in various states on AI and it looks like that seems to be the common mentality. Let's allow these things. Let's set up these frameworks and it's frameworks for different people, right? So the students have a use for it, the staff has a use for it. Um there's and they're different uses. So, what are those allowable uses for a student verse a staff member? What is a staff member supposed to teach a student about how to use AI? It's not just about using it. It's the proper use of AI. How do you stop

079a student from running something through AI and saying, "Well, the answer was in AI. We're good to go." I mean, it's it's really way back in the beginning, remember your cliff, your your notes, your footnotes on what were the sources were for things. Just running something through chat GPT and saying this is the answer isn't obviously going to work long term. So those are the types of things that we need to look at and how we design a policy. In my opinion, I think a group of 10 to 14 people is reasonable. I think 40 would be, you know, way too many. You need a certain number of voices, but the right voices in the room, whoever the your group decides that might be. >> And it doesn't mean that other people wouldn't be consulted.

080I I'm thinking the size of the committee itself, the decisionmaking group, the deliberative group around it doesn't >> Can I speak to that, John? Can I speak to that? Um, I agree with you. I think that um the feedback can be given to the committee, but to keep the committee under 10 and allow them to solicit that feedback and then filter that feedback would be more productive and efficient than when you start to get over 10. I think that many people around a table can complicate and lengthen the process. >> That's actually a pretty good point. What if you were to have a smaller group that invited certain we'll say experts or knowledge people who have a good knowledge of it or an opinion and you brought those people in to talk to the committee

081on a schedule. Say you had eight meetings of the ad hoc committee and the first four brought in certain areas of expertise or certain people or stakeholders we thought were important and they in I say influence they helped educate the group on the ad hoc on what their opinions were and then the ad hoc committee meets amongst themselves in that latter half of that eight or 10 whatever the number of meetings are to come up with a recommendation for the full board. So, I'm going to ask for a motion to recommend to the whole board that we that the board form a committee of around a dozen people to investigate and come up with policies and procedures concerning AI in the Torant public schools. >> Yes. No. Someone gonna move that? I'm not >> technically

082I'm the alternate now. We switched. >> Oh, you're the alternate. >> Yeah, >> you got to make it. >> We switch. >> We have any second. Second to the motion. >> Well, I'll second it then. I'll do that. >> All those in favor? >> I opposed. >> Bill is opposed because the committee is the wrong size. So, uh, we've done that. We're recommending that to the board. And I guess where's my agenda? We're done. Um, topics for future meetings, AI concerns, new math program. Uh, we eventually need to hear about the new math program, Mrs. Ferguson. You know, eventually. >> Yeah. >> How that's going. Uh, ability grouping device concerns. Does anyone else want to add to this list or is that enough to chew on for a while? >> No, sir. >> That's enough.

083Okay. Uh, comments for the good of the order. >> Uh, great presentation tonight by all of you who are here tonight. I appreciate it. Look forward to uh seeing where the AI stuff goes. >> No, thank you. Good meeting, >> Bill. >> Yeah. Um, it was a um >> a great meeting. the I I enjoyed the the presentation from the um from the MI from the middle school. It was it was it was very thorough. I'm I'm ex I'm excited with with the what I heard both uh both from Kristen and and and from the principal. >> Kristen, >> thank you. Great meeting. Um looking forward to these u new additional courses, certifications if we can hopefully get that program up and running with the fire department. Um, same thing. Fire department, great idea, great

084presentation by middle school. Very professional. One of the best, I think. Um, >> I know it was great. But, uh, just great meeting overall. >> Thank you. >> So, >> great meeting. Uh, thank you very much to uh, Mr. Penny and his team. Uh, thank you, Mr. Dubois. And I know that they had to leave, but um so excited about uh the fire chief's proposal. Sounds awesome. >> Dr. Baker down there someplace. >> It was um this evening. I feel like Torington um Middle School, you really exemplified all of the hard work that I see happening in so many of our schools, but kudos to you guys as a team. I'm so excited to see uh what comes next from you guys. Um and obviously the coursework um really pertaining more to trades and looking

085at ways to invest within the community so that we can keep our students here local. Thank you >> Kim. >> Great meeting, great presentation, >> Marissa. I would like to thank everybody for coming tonight obviously especially the people who presented. We we've been on a on a roll lately thanks to Mrs. Ferguson. And I think bringing the right people in the right circumstances and I am appreciative not only the board members who have to be here because they're members of the committee but also to the people who just show up to be with us. I do appreciate that. >> Say what? >> Oh, this is I think so too, but I'm prejudiced. Did you hear that though? >> Oh, wow. >> Best anyway. Uh looking for a motion to adjurnn to stop this. >> All

086in favor? All right, we're journed. Call the meeting to order. 6:42. Roll call. Uh, Bill is here. John Kiscoco is here. And Mrs. Conway is here. >> Kristen Conway is here. >> You got Kristen. Um, can I get a motion for the approval of the agenda? >> So moved. All in favor? I can I get a motion for the approval of minutes? >> So moved. All >> All's in favor. >> Public participation. Mr. Lafaneer has something to read, I think. Okay. Oh, just go ahead. There's nobody else here. I don't think you want me to read it. Members of the public and staff may bring to the committee's attention information, ideas, or matters of concern related to all the duties and responsibilities of this committee. This committee will not allow comments regarding specific staff members

087or personal grievances. The time for individual remarks will be aortioned according to the number of speakers and will be limited to five minutes per speaker unless extended by the chair. >> You need more than five minutes. >> No. So, I was asked to read this um by Stacy Pollock, the TMS humanities coach. Uh, dear members of the policy committee, a research article in the July 12th, 2024 edition of the Journal of Information Policy states that 90% of school districts across the United States provide all middle and high school students with a device for use to use for learning. In Connecticut, a 2023 survey showed that 90% of onetoone computer programs were in place in middle and high schools. There are three primary goals for onetoone device implementation in schools. First, to allow teachers to customize

088learning to deliver more personalized experiences for students. Second, to improve technology and digital skills for students. And third, to allow students to do more complex and creative work. At TMS, we deliver personalized experiences for students in many ways. Any student who is absent or being tutored accesses their learning via Google Classroom. Students with writing difficulties use digital notebooks to keep track of their notes. Teachers are able to assess their students with formative and summitative assessments in a digital format. Parents have access to Google Classroom content allowing them to see what their child children are learning or if work is missing. Our multilingual students access their assignments with ease and can translate documents into any language. They also have access to audio options so they can comprehend complex material. Our students with disabilities have access to

089assisted technology that a pencil and paper cannot provide. At TMS, we are also working to improve the technology and digital skills of students. Our students participate in Steam classes, designing 3D projects, coding robots, uh, and creating apps. Last year, we had an art class where students created all of their art digitally. Throughout the day, students are learning to be responsible for their technology, carrying their computers, and charging it for use. Students email teachers if they have a question or if they have been absent which not only works on communication but proper email etiquette and advocating for oneself. Students have access to power school and many can be seen checking the daily schedule and their grades on the platform. This supports the executive functioning skill of planning. At TMS students are completing complex and creative work.

090Our students complete science simulations using Gizmo and in math students needing a challenge work on Khan Academy. Students create a v variety of projects on Canva, ranging from lemonade stands in history to food trucks and health. Students learn essential research skills whether whether they are investigating the Louiswis and Clark expedition or the battles of the Revolutionary War. As a coach of language arts teachers, I'm tasked with making sure my colleagues are teaching the Common Core standards set by the state of Connecticut. Eight ELA standards speak to the use of technology in the classroom. Whether it be evaluating the advantages and disadvantages of using different mediums to present a particular topic or idea or gathering relevant information from multiple print and digital sources and using search terms effectively. This standard also requires students to assess the

091credibility and accuracy of each source. Speaking and listening is an integral part of our classes. And there is even a standard about integrating multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. If students do not have access technology, these standards cannot be addressed in our classrooms. Students without the internet or a computer at home are at a disadvantage. A 2023 report showed that 92% of all jobs require digital skills. I want the students of Torington Middle School to have access to those jobs. I would welcome a survey of teachers, parents, and students to better evaluate how technology is being used at TMS and what solutions would be best for the digital natives in front of us. I uh I challenge us to become a tech intentional school district

092instead of a tech-free school district. Thank you for your time. Respectfully submitted. Stacy Pollock, TMS humanities coach. First item on the agenda is dress code. Sorry. Um is because I regretted voting yes on this particular dress code. Um I've seen it um in action. It's quite ambiguous and to be honest sexist. Um I think it needs an overhaul. I'm not saying it needs to go away. We do need a dress code, but I think we're focused on things that necess and this is again going back to the the staff dress code. We're focused on things that don't matter. Um I spoke briefly with Mr. Lafrener today. He provided me with some information which I had the opportunity to read through. Um, it is, in my opinion, greatly written. Um, and I think it could be

093beneficial to hear what he has to say tonight. Um, you know, it needs to be stated that I've seen the same exact skirt on 10 different girls and four of them are dress coded, six are not. And it could be because some are taller than others or a specific shirt on 10 girls, five are dresscoded because maybe they're a little more wellendowed. And it's just not fair. We have to we cannot be focusing on body type. And I'm it's it's sexist and it's not enforcable and it's too open to interpretation. Okay, thank you. Um, John, do you have a problem if uh Jason goes through what he brought with him or do you want to discuss this further? I do, but do you have a problem with it? >> Okay. Um, well, why don't I

094let Jason just go through what he brought? I don't think that I have much of a problem with the dress code either, but I he did make an effort to put something together, so I'm going to let him go through it, but just don't take forever. Nope, I won't. Um, so I literally took our dress code policy and um, Kristen, thank you for giving me credit for writing this, but I didn't. Um, I read through it, realized exactly what you're saying that there's a lot of things in it that are um, very gender specific um, and put it through AI and asked AI to take the the to make it more genderneutral and it did that quite well. Um, so basically the the purpose of the review is to ensure that the district's gr and

095and I know I have this as a packet but I realize that there may be protocol that I didn't follow to make sure that the packet um is provided to everybody. So I have emailed it to the board clerk um so that that can get um sent out to everybody and and made accessible to everybody. Um, so, um, we want to make sure that the dress code maintains appropriate decorum in a public school setting, aligns with Connecticut guidance and civil rights laws, is enforceable, equitable, and educationally sound, and reduces subjective or discriminary enforcement. Um, there's a lot more here, but basically the educational impact. We need to reduce classroom disruption caused by subjective enforcement, support student dignity and inclusion, provide clearer guidance for families and staff, and preserve professional standards appropriate for public school environment.

096So the biggest areas um in looking at the current dress code um if we look at sections AB D and H taken together are um their functionality gendered um prohibit clothing that reveals shoulders, abdomen or upper thigh banning tights unless covered by allowing uh covered but allowing yoga pants. Regulating skirts and dresses more explicitly than pants. These standards historically and practically target female presenting students in bodies more than male presenting students even if genderneutral language is used. Why it matters legally and ethically courts increasingly look at disparit impact not just wording a pos policy can be neutral on paper but discriminatory in practice. So ambiguity and subjectivity phrases such as reveals the upper thigh excessively torn safely walk sit bend conceals the identity. It invites inconsistent enforcement which increases the risk of gender bias. Um

097ex an example of tension. Yoga pants are allowed. Tights are not unless covered. Um it's unclear and it's hard to justify. Um shoulder prohibition is outdated. Sagging pants enforcement history. While neutral in wording, bans suggest sagging pants have historically been enforced disproportionately against male students of color, creating a racially equity racial equity concern. even though race is um later disclaimed. There's um and then just a need for strong equity language at the end but not fully aligned. So some language that they suggest I can is uh let's see >> just one who's suggesting >> the suggestion that that I agree with. >> Well, let me just okay with you do >> I I do agree with the way that it's written. So, sample language. Um, so in sections A, B, D, and H, clothing must

098provide adequate coverage to support a safe, respectful, and distraction-free learning environment. Garments must fully cover cover the torso from chest to waist and be securely fitted to remain in place during normal school activities, including walking, sitting, and bending. No mention of thighs, shoulders, waisted. Okay. Clothing must be worn in a manner that does not expose undergarments or private areas at any time during the school day. Doesn't mention any specific type of body part. Bottom garments, including shorts, skirts, dresses, and pants, must be sufficient length and fit to allow full participation in school activities without exposure of undergarments or private areas. Leggings, tights, yoga pants, and similar garments are permitted provided they are not transparent and are worn in a manner that maintains appropriate coverage. Again, going back to the previous one, revising the sagging pants

099language, pants must be worn at waist and secure to remain in place during normal school activities. Uh clarifying some footwork footwear rule. Footwear must be safe and appropriate for the school setting. Shoes that pose a safety risk or damage school property are not permitted. And then an enforcement safeguard um at the end. Enforcement of the dress code shall prioritize student dignity, minimize loss of instructional time, and avoid drawing unnecessary attention to individual students. This language is increasingly recommended by state education departments and civil rights offices. Um, I've added some other things in here which could help with um administrator enforcement. Um, kind of a flowchart of yes and no questions on when things should happen or not happen. um kind of a cool little pictograph that Google Classroom AI put together for me in doing

100this of of that could be given to staff to help them to understand the changes for parents to understand the changes and why we're doing it. Looking to focus on coverage, not body parts, gender neutral and body neutral and protected expression. >> Thank you. Um I think we're going to have to I'm going to talk to John about this and everybody else. I I I'll be honest. I personally if anybody understood AI like Jeff may AI is an algorithm that grabs data and information from whatever source the algorithm is designed to grab it from. I don't personally want to rely on an algorithm. I'll rely on your opinion. The algorithm itself is is is something that doesn't take into consideration the community itself, the the makeup of the students itself because it doesn't know it

101and every community is different. Um, I I think that for today I'm going to put this discussion aside because I think we need to talk to the principal because there has been an accusation and I'm not really thinking it should be that there's a sexist approach to how the middle schooler for instance may may apply it or other schools. I don't believe that to be the case, but I understand what Kristen's talking about, but I think the board has made a decision. We need to go back and talk about it. Um there needs to be discussion how in my opinion unless other people here disagree with me how how we we end this and and resolve it. I I I agree with John. I don't think there is a problem. Maybe there one second. Um

102there may be some tweaks but I don't believe it needs to be wholesale. Um I I don't I personally don't worry about the civil um rights issues. Um I think it was crafted by our our attorneys to allow us to meet that. Um I don't personally and John may agree with him, you may not the the I don't know how we achieve through equity um the same outcome because our principal here may look at it different than another principal. A teacher may look at it different than another teacher which has been some of the concern. There may there is always going to be subjectivity. You're not going to eliminate subjectivity. It's never going to happen because your interpretation or you know um Dora's interpretation of of even that will be a little different. Um but

103maybe they want to tweak it, maybe they don't. I think we can look at it. But John, you have any Let me John. >> Okay. Who's voting tonight? >> Yes. I'm sorry. Go ahead. >> I would never bring something forward that I didn't agree with. So I understand that AI has its algorithms but I as a teacher and someone who you know will will address AI in the classroom. I would not have brought this forward and and presented this without having read through it and understanding what our demographics are um and presenting something that I didn't agree with. So, um, yes, it is it is brought together by AI, but I think it is a is a strong argument to taking out the gender specific references that are disproportionately um, targeting certain people. >> Yes,

104Kristen, >> I wholeheartedly agree with Jason. That's okay for me to call you Jason. Um whether you agree, don't agree, see it, or don't see it, the policy is a problem and it is sexist and it does target. Um and I just want to go on record saying I completely agree with the language about the shoulder prohibition is outdated. That is completely outdated and again very sexist. >> Well, I mean the shoulder I mean some of these things are are things that many people in the community do agree with. I I don't know where the community stands. I know a lot of the teachers that work here don't live here. Some that a lot do. But I think it based on what the board voted for being everybody on the board lives in the community

105has raised kids in this school. They may look at it a community as a community standard. But there are other people here that I can ask if they have any opinion on it. We know John's opinion. >> Well, let me bring those. I'll let you ask. >> Is the bigger problem offending the way it's written or is the bigger problem how it's enforced? >> I don't know that I could answer that because I have a problem with both. Um I've seen how it's enforced and that's why I brought it back up. >> Okay. So is the problem it's not being enforced consistently however it's however it's written whether it's >> it can't be enforced consistently the way it's written. >> Can I speak please? >> Absolutely. >> Okay. So if it's being enforced inappropriately, I

106think that's regardless of how it's written, whether I don't take it as sexist, but you do. So it's it's a matter of opinion from that point of view. However, it's written, it still needs to be a uniformly enforced policy. So from a board perspective, I think we have a bigger problem and maybe that uh the superintendent needs to work with the building administrators how to uni uniformly enforce an approved policy. >> I think that's a bigger part at hand. And I don't necessarily know that I agree that it's a bigger problem, but it is definitely a problem based on how a student is built is how this policy is being enforced unfairly. >> So are you saying that we should have more leeway for people who are built differently? >> I didn't say that. >>

107Okay. I like the way that this policy comes across that was that was presented by Jason >> Jeff. We had talked about this when this policy was first approved I think with Mr. Ferguson and the superintendent to get some administrator feedback on what the success or the challenges of the policy were separate from Kristen's concern or Miss Conway's concern. What is that? Do we have anybody here who can share that feedback? Are we not prepared to get that feedback? It was this was originally going on the agenda around this time to discuss what was the feedback from administrators. This was a known problem. They came to us was there that night and explained what some of the challenges were enforcing it. The language wasn't tight enough. Didn't give enough teeth to something. Didn't let them

108enforce what we thought needed to be enforced. Do we have any of that feedback? I mean, is this policy successful and we have some concerns about it or has it been a disaster and we're here for other reasons? We have not to put anybody on the spot. However, we I'm going to put you on the spot because now it's now or never essentially, right? And it's a safe space to share. Um you're the ones you're the boots on the ground attempting to enforce a policy. And I'm I mean what I will say before I ask you to share and I know this probably is more of a secondary issue as as children begin to mature. Um and what I'm about to say is is going to date me and it's probably a very unpopular comment.

109So I apologize if I offend anybody. I think yes, there are obviously people are built differently and there are all kinds of different body types. I believe that and Kristen, your example about the same shirt on perhaps 10 different young ladies. Um, maybe that particular garment isn't designed for every body type, I guess, is kind of the the way that I think our policy is drafted. >> Well, I understand that that is kind of an older viewpoint, >> whereas this generation wears what they want >> and what they feel comfortable in. And I will give you an example is I was sent a picture of a group of eight girls on the first day of school and asked to guess which one got dresscoded. And I first my first three guesses were wrong. I don't

110understand why that student was dresscoded because to me she was perfectly in line. >> Okay. Then that that's a problem >> in this form. >> No, but I but I appreciate what what Kristen just said because then my comment my my assumption was off target then. So I'm sorry Jeff go >> but I guess the question sorry I guess also I mean we did ask for administrative feedback so please people you know share because we we need to resolve a concern. >> I I'll speak and you guys can share as well. So, having been at the middle school level, secondary, and then now at the intermediate level, I think one of the things that is hard to reinforce with dress code in general, however it might be written, is when we have kids in the

111community that outgrow their clothes and do not have the money to replace is one of the hardest things. I know I've spoken with some people at the high school level in particular, just happy to have a kid sitting in their class learning. Now, I realize that disruption in the classroom and that can occur at times from clothing. The the more egregious clothing issues are are a little easier for us to address as administrators. Um, I think we need to remember what community we do have and the need that we do have in Torington. You all know I've raised my kids here. I have kids that go to a school that have a uniform. There are issues with that as well. Um, you know, certain pants that might be too tight based on a body type,

112those types of things. But their stuff centers around safety. If it's safe, if things aren't hanging out, it's not going to get taken by machinery, then, you know, they make that work. So, it's kind of hard. I think the reinforcement piece is the is the piece that maybe as administrators we need to continue to have conversation about how we do that here in Torington speaking to the fact that this is you know our own community that has to work with um the dress code I policy is through the board I don't want to comment on the rest of that piece my job as an administrator is to enforce what I can is it more difficult when the spring at the middle school last year. Yeah. And you know, you have trends and you have to

113work with that. So, we do the best that we can to have those conversations and parent families that don't know how to make that work sometimes. So, I mean, I don't want to speak for everybody, but this is one of the most, you know, hot topics around the country. It's not just us that has a hard time with uh enforcement. I would agree. It's it's it's extremely hard to do. I talked to other assistant principles in other districts. We all struggle with the dress code. Um, you know, we we try to enforce it the best we can. Um data wise, you know, we have written up I know we have we have more referrals than ever. It's one of the reasons why we were expecting to go up in referrals this year was due to

114the dress code. Um and we have I I wouldn't want to throw numbers out because I wasn't really prepared for the data part of this, but um we have a an enormous amount of dress code referrals that do come in. Um so I know they are flooding us with dress codes. Um they're trying to follow it as much as we as we can. uh when we get one, we do everything we can to enforce it. Um but it is it's it is one of the toughest ones to follow. one what one it's one of the toughest policies always um to to continue to look at and as objectively as you can recommendations that I've made I think in general the dress code in theory is good I think the language that is used is what

115needs to be taken out when it's dealing with body parts rather than coverage. And being a special ed teacher, I have to write an IEP that regardless of where this student goes, any teacher in any district in any part of the country can follow the plan without worrying about interpretation. And I think our policy needs to be in the same way that it needs to be able to be interpreted by anybody who picks it up in a way that anybody can follow it. And yes, are there some administrative things that need to put in place to help the administrators to know when to deal with it or not deal with it? And part of what I put together has some of that. But I think for the the safety of the board and the district,

116the gender specific language needs to be removed because we are going to find someone who has a hot finger on a button and is going to possibly bring this forward as a as an issue that could become a legal issue. So it it's not changing the scope of what the board originally wanted. It's just cleaning up the language to be genderneutral and dealing with coverage rather than body parts. From a legality standpoint, Shipman did look at this and they did approve it. I mean, we're always faced with legal challenges. I I don't know if that holds water or not. I'm going to table this for tonight unless somebody has an objection because we had a lot of votes in favor of it. So if the board wants to talk about it, you know, amongst themselves,

117but I would ask the administrators and there was maybe a mistake like you said and and there is some uneven um well sorry let me let me finish first. >> Um it's not muted out properly or or evenly. I I don't know how you fix that, but if if the administrators want together and talk get together and talk about it, maybe give us some sort of report or comment back on that. So, we as a board, in my opinion, I and I don't want to change it either, I'll be honest, other than maybe a tweak. Um because the board is has it was well, one person that did you vote against you did right now. >> Yeah. >> So, I think one there was one vote against it. Um we should talk about it amongst

118ourselves before we do anything here. >> Right. I just want to say I think Andrew Marshand really summed it up very nicely is that you know there has been an uptick in the number of referrals because we have not this is this is new um it's a much stricter protocol than anything that we've ever had or that we've had in recent years and I I do believe with 100% confidence that every administrator in the district is doing his or her best to enforce the policy. you know, in the spirit in which it it was written. Um, some things are, you know, we're human, so some things are just going to be a little bit more subjective uh in the way that somebody perceives something over the way somebody else does, you know. So, it's that's

119just kind of but we can certainly have another conversation. I I know that you made the point regarding Shipment approving the the policy and while that is a fact um that doesn't mean from a legal stand correct that doesn't mean that it's the end all beall and there are no loopholes and that we cannot be sued over this dress code. >> Oh, I'm sure we probably can be. >> Shipment also approved the staff dress code and look at that issue. So, I mean, you know, it's just to me I think this really just needs to be looked at. I'm sorry, Jeeoff, go ahead. Um, >> my just well one followup to this. The whole purpose of this initially when Mr. Uclid brought it forward was that there was a concern that dress code, the loose

120one that we had wasn't being followed. People weren't being written up for it and it wasn't being brought forward for violation. So, I'm not surprised, I don't think anybody would be surprised by the number of referrals that have been generated because the claim initially was that the referrals weren't occurring. So that part I'm not at all surprised by and that one doesn't really disturb me a whole lot but the question we haven't got answered yet is did it have the intended effect right so are you seeing less egregious dress or I don't the right word is here there was there were comp people said that some things were minor some things were obvious people were dressing completely inappropriate some were questionable are we seeing less of the I don't know what the best word to

121use here is but are we seeing less of the significant violations will say and has that improved throughout the district and I don't know the answer to this question but that's the best way I can think to ask to ask it >> pardon >> they all have their heads down >> Hi Hi everyone. Um, just to share with what we see at the middle school, it it's they're not egregious specific body image issues. We see, and we deal mostly when we're dealing with dress code, inappropriate footwear, pajama pants. Um, and the other thing we see is is students tying their shirts up. Now, that's not necessarily gender specific, but is it one particular gender that does that more than the other? Yes, it is. Those really are the three things that we deal with at

122the middle school level regularly. Those are the things that we look at. I'd love to pull the data. I to be honest, I didn't I was pulling some of it over there, but I want to make sure it's the right data. But those are the three issues that we're dealing with. It's not specific body parts. It's not specific. And and I'm don't want to comment on the language. That's a board of ed decision. What it looks like and whether or not we revisit that. But the reality is what we are dealing with at the middle school level right now is is is things that are not necessarily gender specific. Um, one of them does heir more towards one gender than the others, but it doesn't matter who's got their shirt tied up in the back.

123I'm gonna ask him to take it down. >> Go ahead, Kristen. >> So, I'm beating a dead horse here, but I I do need to say this. I ran for board of ed to be a voice for the staff and the students and the staff has formed their voice against their dress code and I applaud them for that. The students cannot be a voice for themselves. So I'm here to advocate for them and I will continue to advocate for them in this unfair policy. >> Thank you. Um, I I and you've always said that and and and I I I recognize that. I I I will say and maybe I'm just older than most in this room, but I did have a daughter graduate recently who was, you know, one of the girls who probably

124wasn't, you know, typical what you'd expect to find of a 5'7 young lady who plays volleyball. she was a larger girl and you know I don't think we ever to tell her what to wear but I don't think any student should I mean you mentioned kids want to wear what they want to wear but that's part of that's part of the problem with what's been happening in the in the school system in the first place it got to the point and I walked through it with the prior superintendent you know thongs hanging out you know all kinds of things hanging out and it was gender specific at that point Um, but also the pajama pants and everything else. We have to have something. So, we passed it through our attorneys, but at the same time,

125if I if it's if it's I think it has to be, you know, stopped for tonight and I'll just let the board members talk it through it. I can't change their votes and they're going to have a vote. So, I don't want to rework everything and have everybody say, "Well, we want we want what we had, so let's have a side discussion." and and then if we can gather some information on how it's treated and uh how it may not be treated at the high school versus how it is. I mean Andrew is here so he's already admitted he's got a lot of lot of issues but again there there has to be honestly if it were up to me with all these problems I'd say let's go to uniforms and I'm not the only

126one on the board who wanted to do that. So, it's hard. I'm just telling you. And it's not about the what the kids want. It's about what we as a board determine and the community determines because I have to say there were many people in the community and there were many teachers in the community who recognized it as being a vast improvement to the education process. And that's what one teacher who's been there for 30ome years had said to me. She was surprised because she didn't dress appropriately sometimes, but she did say that it made her rethink how she came to school. I don't know the answer. So, I think the board needs to talk about it. And again, it's not always about what the students want. And certainly, as a board member, our obligation

127is really to the students only, but it's also listening to the teachers. And I think we listened for for quite a while, and I thought we tried to compromise, and I thought it was a compromise we put together. So, let's talk about it again. And I don't know if the board's going to want to take it up or not, but I'm open to it and we'll see what everybody says, but that's the best I can do tonight. But all right, unless somebody on the board else on the board has an objection to what I'm doing, but okay. Use of computers in the classroom. Let me just start this off with my my bringing this up was based on a number of discussions with one or two particular board members but more than that um there

128are purposes and reasons for computers to be used and there's not a single you know school or or board that I've found and I've got there's over 286 studies that I found so far on computers in the classroom. It's not about whether the technology serves a purpose. It's how it's used. And I I I've said this to people before and I'll say it tonight to start this off. Is bringing computers into the classroom on a one-toone basis, which by the way is being taken out of mo many many schools right now because of because of the problem we're having with computers. Is that the best way to educate our students? is is it from a scientific standpoint and from a results standpoint the best way to give our kids the best education that they need.

129And if you look at the data and the meta analysis and if you look at the studies that have been done and after tonight everybody can start to look at these things there is a com there is a direct correlation between screen time test scores versus writing and reading test scores. And it's about a it's about a 50 point difference and it's over thousands of students throughout taken throughout the world whether it's Asia whether it's Europe whether it's the United States and there are vast differences and we do have somebody I know here I think Miss Baker who may be you know understand some of the neuroscience stuff but it's more of a neuroscience issue and there's a lot of data pointing to why we have gotten to the point where we spend so much

130money on computers Phones were going to change the education system. TV was going to change it and make it better. Computers were going to make it better. And now AI is going to make it better. None of those first three things have made the education of our children any better. In fact, this is the Gen Z is the first generation in American history to have lower scores than the prior generation. That's never happened in our country. And I'm going back to what the data says, and that's all I'm doing. Whatever we do, it's not going to be up to me. There are uses for it, but there are things like computer labs taken out of the classroom, the use of the computer and brought into computer labs so kids can learn how to use computer

131computers and you use learn how to use them. Well, I just am just concerned about the the way students are learning and they're not learning based on his and John's an educator critical thinking. I mean, I I can read the whole list, but there are there's a whole list of things from a neuroscience standpoint that kids are lacking by with the screen time that they're getting. I am all in favor of having the bringing the carts back with computers. A number of teachers have brought that up to me. It's controlled. It's controlled by the teacher. He can he or she can see what they're doing and they can use it for specific purposes of the class. But the policy issue was brought up because the computers are being misused in some spaces in the school

132system. I've had a lot of parents and I can read some text messages some of them on some of the software we're using some of them in the middle school where and and there's teachers you you know these teachers their kids are here and they don't understand why they're coming home and they're doing their math homework on a computer with the software that they're using. And I think some of it's going away. It might not be. One of them is something Macs. Um, the kids don't learn. They're not learning like they can according to the data and the science and the educators whether it be you could look at Ed Week. You can look at Colombia School of of Education came out with a study this month or this year I should say about the

133effect of computers throughout the education system and they're starting to say we don't want computers in every classroom. We want to cut the screen time down to a minimum and use it for very specific purposes. and and Jason brought up a number of purposes whether it's STEM whether it's art whether it's drafting all those things where a computer is necessary and also have the kids do the computer usage in a computer lab where it's limited and the distractions are left to a minimum I we know the kids with the one-on-one computers are doing more with the computers in the classroom than just paying attention to the teacher there's distractions there's distractions data there's the amount of time it takes a student to look at a a screen, get distracted by something else on the screen,

134then they may pull up even though we block everything we don't versus reading a book and handwriting and and using text. That's that's a scientific and educational education proven fact. So all I want to do is find out what the best use we can have computers for and how to best use them so we can see the students perform better. more critical thinking, more more attention spent paying attention to the data, paying paying attention to what they're learning, reading skills, writing skills, and also the ability to to to read something on a a piece of paper versus in a on a computer. And realize that by reading something off a screen has more impact on how a student retains information than on a screen. when they're looking at a screen and they're looking off. It's

135simply something that I think we should talk about investigating. So, we use them for the right purpose and not for the wrong purpose. So, I open it up to you. >> Hi, I'm Liza Rosa. I currently teach at TIS 6th grade social studies. Um, I did have something prepared that I will read, but I'd like to respond to a few of the comments that you've made. Um, valid concerns 100%. I have three children in the school system. Um, Torington, grades three, five, and eight. Um, one of my children does have an IEP and screen time is actually an issue for her that she needs to have limited screen time due to a disability. With that being said, I cannot imagine her not having that onetoone device here in 8th grade. Um, I am able to

136help her with her work through her learning disabilities. I am able to monitor her through her goo Google classroom. I am able to work with her on that. Now, while I realize we're fortunate to be able to have that in our home, other people don't. So, those children do need their Chromebooks, MacBooks, whatever they're using in whatever building, they need that accessibility here. Um, as far as Oh, I should have taken notes while you were talking. I'm sorry. Um, let me just get through this and then if you please ask me questions after I read this. So, >> um, I'm very thankful to be able to speak about this tonight. Um, I am very passionate about this topic. Um so let me give you a little bit of context why about a year and a

137half ago I finished um a second master's degree and that is in curriculum instruction um with a focus in technology. Um this program was not about increasing screen time or relying on apps or programs. It focused on intentional, purposeful instruction and the use of technology to support learning and prepare students for the world beyond our school time. Throughout my studies, there was a very strong emphasis on the four C's of digital literacy, creativity, collaboration, critical thinking, and communication. along with the alignment to the what's called the ISTY standards which are the international society for technology and education standards which guide educators in using technology to empower learners rather than distract them. When a student doesn't know how to create, collaborate, critically think, and communicate online, they can potentially lack the skills needed for the workforce

138today and 10 years from now. Knowing more than just how to scroll, share, and consume is crucial for the world today. And we all know that there are many places that we can't make an appointment if we don't have the technology to do that. Um, it's preparing them for life. Truly, um, this leads to a very important point. Our students do not automatically know how to use this technology effectively. Being comfortable with a device does not mean being digitally digitally literate. Many students know how to scroll. They know how to swipe and they know how to consume. But they struggle to research responsibly, organize their information, collaborate meaningfully, or communicate their thinking clearly in digital spaces. This is why the individual Chromebooks, MacBooks truly matter. We would never think to remove rulers or calculators from

139a math class, paint from art, instruments from music, because those are the necessary tools that allow students to practice and demonstrate their skills. Technology functions in that same exact way. When used intentionally, Chromebooks are not distractions. They are instructional tools that allow students to engage in learning in meaningful and authentic ways. I'm especially especially fortunate to be in a position where this year I am actually really putting this into action. Um, as my team and I develop the grade six social studies curriculum, um, I am intentionally embedding these digital literacy skills directly into their learning experiences, not as extras, but as part of the actual core instruction with access to the individual devices, students have structured opportunities to research and evaluate credible sources, which is a very difficult skill for students to learn. Draft, revise,

140and publish writing with meaningful feedback. Collaborate with peers in purposeful and accountable ways. Communicate their thinking using a variety of formats. Practice responsible digital citizenship. Within the grade six curriculum, students are not just consuming information. They are creating. They have opportunities to produce podcasts. This is sixth grade. Podcasts design infographics, build slideshow presentations that demonstrate their understanding of historical content while also in strengthening their communication, creativity, and their critical thinking. Without consistent access to these tools, these skills become in inconsistent instead of intentional and equity becomes a major concern. Not all students have access to devices, reliable internet, or academic software at home. Mrs. Jill Chicarelli that teaches here at Torington Middle School and I actually did this program together. And our final outcome for this program, we had to design an action plan to

141implement a digital literacy program in our school system. She focused on the part with the inequity in the homes where I focused on other parts of our final product. And it is incredibly unfortunate for the students that do not have that access in their homes. Even with the help from the community, even with sponsorships, even with grants, they don't have it. Um, school is the only place where they can learn how to use technology productively and responsibly. This also directly connects to our Torington's portrait of a graduate. Our vision calls for students who are critical thinkers, effective communicators, collaborators, creative problem solvers, and prepared for college careers and a civic life. These outcomes cannot be fully realized if students are denied opportunities to practice these skills in the digital environments they will encounter after graduation.

142Technology is not separate from this vision. It is one of the ways we bring it to life. I want to be clear agreeing with you. Technology should never replace strong instruction or discussion or hands-on learning or even the human connection which we know that that is an issue. Chromebooks do not replace teachers. They do not replace books. They do not replace real experiences. They are simply a tool, a necessary tool among many and a powerful one when it's used thoughtfully. The goal is not more screen time. The goal is better learning time. As educators, we're preparing them not just for going to the next grade, going to our next building. We're preparing them for this future that this is all that it is. Our future is technology. Yes, it is. >> It is. You can

143disagree with me, but in my opinion and in my current studies and in my master's thesis that I just created, that was all the research that I did and brought to. >> I have a masters, too, and I've done my research. So, okay, we we're going to debate that next. >> And that's fine. >> That'll be in the next level. But I got it. Let's >> I'm not done yet. >> I don't want All right. >> Removing or limiting access to individual devices does not remove the technology from their lives. >> It simply removes our ability our ability to do our job and teach them how to use it the right way and how to use it well and be productive productive citizens of our society and our community. I live here. I've grown up

144here. I'm a product of Torington public schools. I have three children in the system. I'm a very dedicated educator and parent. I cannot fathom the idea of taking this away from our kids. One-on-one. Chrome carts, Chromebook carts, computer labs. That's our past. That's what we got away from because we didn't have enough computers. We don't have enough classrooms. We don't have time in the schedule to take these kids to these individual places to make this work for them. It's part of their curriculum. It's part of their necessary learning. It's part of our question as you let me ask you a question. Yes. And you have to answer this honestly and I'm going to have Jeff get involved. He's more of a computer guy. explain to me and prove to me that it's actually improved the

145education and the outcome of the education for our students overall. We can't talk about the top achievers because there's no data to prove that. In fact, the data is just the opposite. So, we need to find the right mix because everything you said may be true, but in a perfect world and in this school, that's not happening. Most schools, it's not happening. That's not me just saying this. That's every single that the tech people the people who invented AI the people invented computers say the same thing. Computers do not teach. >> I agree. That's what I said. >> And but we're not teaching because the kids are not getting the results. And it's not about the teachers that but we've we've incorporated and again this is not me saying this and I don't know the

146outcome. I bring up the carts because many teachers have told me that was the best system that they've used in the school system. That's that's a logistics issue. But we can't continue to see the grades to see the results which are 50% to 60% lower than what they were before the introduction and that's where this ties into with all the data and I don't know what you're reading in your mast's program but there are umpty number of neuroscience results data results metadata throughout the world part parts of Asia Japan Sweden states in this states in the in the United States that are communities in the United States are taking computers out because they don't see a connection between results and computer usage. It's just not there. So, all I'm saying is we need to do

147some investigation. We need to know where the disconnect is. And I'm going to let Jeff talk in a second. We need to know why. If everybody believes like cell phones, we're going to change the world like everything else was going to change the world like AI is going to change it. Give us the information and the results we need. So this generation which is the first generation in American history to not achieve better education results, better scores and better outcomes than any other generation in American history. That's not me that and I can't give you the name. I can't I can read you the the u the organizations but those those are national organizations. NAS and all of them. All I want to know is how do they fit in? Because it's not just screen

148time being cut down. Screen time is being increased. It's becoming more involved in homework. It's being sent home. And I'm getting dozens of parents and four particular teachers, maybe five, who don't want their kids doing math homework on software at home at night. They don't want their kids doing virtual biology work at home at night. They don't want lab work being done virtually. They want it in the school. We spent a fortune on this school and it's being shoved into a software program. Those are the complaints. Which program gets better results? Hands-on lab work like my daughter was doing at Syracuse or virtual. And as it goes to colleges, some colleges are completely refuting those things. Syracuse got rid of all those things. Yukon's getting rid of all those things. It's back to pencil and

149paper. I'm not an educator, but if it's not working and we're not getting the results, please give us a way to get there besides just saying computers are the future because they're the future in some places. But if if AI gets rid of all the jobs like everybody says it's going to, which it's not, then what's the point in learning? We can have a computer lab to teach computers, can't we? >> Because computers, it's the curriculum. >> So, it's put into the curriculum to enhance their thinking and critical skills. It's not >> in the perfect world. I agree with you and that's the way it should be integrated but we don't have >> that's how we're doing it. I'm rewriting the curriculum as we speak and integrating it. Mr. Klein, our score is improving. >>

150Well, let Jeff answer first. >> Jeff was waiting. Let him answer first. All right. Go ahead. I'm sorry. >> Go ahead, Michael. >> Mr. Klein. I'm not referencing her. I'm referencing the outcome, the total outcome. That's That's not the case. Everything has periodic but reference library different now. others here and there. Honestly, and I'm not I'm not disputing that. I I'm I'm asking Jeeoff can go first. Jeff has some comments. >> Let me just say that I agree with most of the things that Mrs. Rosa has said tonight. I will take a couple things to bring out. Computers have replaced a good percentage of textbooks, not like consumables, >> but the textbooks themselves. Our own budget shows us we pay for subscriptions now rather than textbooks. That's a reality. Um the other piece to this

151is we are talking about the intermediate school tonight but this is a really a a call it a six create an up problem. K5 already operates mostly out of the carts. The kids don't take the Chromebooks home and that whole screen time issue occurs more when a student can take it home right. So a student has a phone a student goes home spends all night on the screen. I understand your concern Mr. Ukalito but at the same time intentional purpose is the key. So maybe we're not intentionally using the devices the way we should across the district, across all the classrooms. And and maybe that's the challenge. Maybe in Mrs. Rose's classroom, they use the computers 10% of the time. What's the right amount of time to integrate technology into a classroom? And that probably

152varies by subject matter, right? So maybe we don't have the tools and the budget to provide um you know, some biology labs that is a great opportunity to do on in a virtual environment. Maybe we can't afford to spend a $100 per student for some really extravagant experiences. I'd love to be able to, but maybe we can't. Some of those things computers help you do. Other things computers take away from. We talked about this though in a school improvement meeting about a month ago. Kids hide behind devices when they're in front of them for eight hours. You know, you see you who's been at a job interview or I've interviewed somebody where they're slouched down in their chair. They've got the screen in front of them. They don't know how to talk to somebody. So

153if you spend eight hours a day in front of a dice device in our school system and you spend six more at home on your phone staring at it, I mean I have a rule at home, no technology at the dinner table. If I see it, it's gone. That's the time to disconnect from the technology and talk to your family. And in school, you develop those bonds with adults, other students by talking to them. Yes, we know the trick. They open up a Google doc and they chat back and forth during the day in the classroom. That's not really what we want to encourage. We want to encourage engaging conversation and you know imp basically the curriculum has to be delivered in the most effective manner possible where we don't turn kids into zombies but

154we also get their real work with the cheating and AI type things that are available. Handwritten work proves that somebody understands the concepts. Does it need to be all one or the other? I don't think so. Is there a proper balance to be found? Yes. And I think you need a group of people to establish what does and doesn't work. What do the test scores support? Look, I mentioned this a month ago. The IT department can 100% tell us the average use of these computers by grade, by cohort, you name it. We we get all kinds of test scores by cohorts and groups and different different types of measures. Let's get the data. Let's look at this. Let's find out what is the issue and then this group can tackle it. It's hard to make

155blanket statements about the computers are bad or computers are good. The data, numbers can tell any story you want them to, good, bad, or indifferent. So can the research. What is working in our community? What do we need to do to make these kids prepared for the future that lies ahead technology-wise and interpersonally? If you can't talk to somebody and you can't look around the room and make eye contact with somebody, that's a problem. and we don't want to pay play a part in making it more difficult than it already is for the youth to learn those skills. That's my part on it. I appreciate everybody's input. Um I think everybody has a great and they're all heading in the right direction. I don't think Mr. Uklido is proposing that computers are evil. I think

156you are while you're saying it differently, you are somewhat talking about the same things. >> Um you were first. >> If I could I know Miss K, you wanted to say something. I just thought >> you were first. >> Yeah. Well, what I wanted to propose was that we we are all here because our principles asked us to provide you some perspective. Correct. >> And so maybe if we could just kind of run down the line and get the perspective of all the teachers before the back and forth is important, but I think it might um be more efficient. Um I I wanted to touch base specifically on u Mr. Ukalo, your concern or your suggestion with the carts versus the one to one. Um, and just to provide perspective, I know you said, you

157know, this we shouldn't be solely focused on our high achieving students and but our students who are enrolled in Yukon classes could not do the Yukon classes without onetoone devices. They do need to have those and 40% of my students enrolled in my Yukon classes would not be able to afford a device to have at home to do the work that they have to do as required by Yukon. Um, so in those scenarios, the while I think discussing the intentionality with the curriculum is important, I think removing the onetoone ratio would be a disservice more to our students than it would be an advantage. I think the office of teaching and learning could better tackle some of the challenges and concerns we have with curriculum and intentionality rather than moving that away. And I'll leave

158this to Miss Gr Mr. Granfell. Yeah, I I've brought some notes, but I think a lot of this has been said already, so I'll just um kind of speak to what we're we're talking about. Um I teach both math and computer science, and the approach that I have for both of those classes are very different. So, when I teach computer science, it's pretty obvious they're going to be on computers. Um, I can say when I teach math, it depends on the level. Quite often I try to keep the computers as far away from them as possible because I do need them to get that practice without having the temptation of AI right in front of them. So, but I can make that decision. And um, one of the things I I put down here is

159we do have something called light speeded. I had one class that was very stubborn about this and I just decided at one point I can't trust them anymore and every period I would go in and I would turn all of their computers off and they were off and we can get through the class with no confrontation. So that's also something that the teachers can decide class by class. But if I lost it for my computer science class, it would be detrimental. >> No, nothing to do with the computer science class. But to address your question, they're setting them off. The problem is they don't always get shut off. The purpose of starting this discussion was we don't have a policy on computer usage. There's nothing in our policy. There's nothing to dict to to dictate

160or to to be determined by what we want to what we want the computer usage to be in the school system. Um there's nothing. And there are some teachers that may do it that way and there are some that that don't. There are some that send home and I've got too many people complaining about one I think one of the software packages something to do with something max >> talking about mobile >> moi parents hate it they hate it so how many how many kids suffered from that the how many years we used I mean we have math scores that are some of the lowest in the state we have reading scores some of the lowest in the state so we're trying to find a way through a policy See, maybe so that there's a

161coherent use of computer computers in the classroom that benefits the students and in in a way that we know will work. And there are there are and there some most of the studies indicate that the lower level students that do do suffer with the computers usage because they don't get the attention that they may need because they don't perform as well. And many times things are missed by teachers. I'm not saying you but and this is a generalization but the lower level kids throughout the nation throughout the world are left sometimes or their scores do indicate it and maybe that's why our scores are sometimes so low because they don't get the they may not get the attention they need whether it's homework whether it's their essays or whatever they do online I don't know

162what it is but we have to be honest about where we stand with with the students these days and and figure out how we get them to a that is deserve it. And it's not about the teachers. It's about this goes back 20 30 years. It started 20 30 years ago. And there you can you can read all the data. You can read all the studies. You can see the you can see the scores dropping from 2010 to today. It was 20 it was 2000 to today. and depending what what the what the um subject is from the 78th percentile not in Torington but just in g in throughout the United States to the 38th percentile and why is that the experts have tried to figure it out some of the experts in many of

163the universities have studied it Cornell Stanford Colombia school of education um UPUPEN Stanford I mean Stanford everybody said they they've determined that the usage of computers in the classroom room is much of the problem or technology in the classroom. Not that it shouldn't be used in the classroom, but how it's being used. And again, it may not be the the higher level kids, and Pat Richardson talks all the time about his kids, how he rarely uses it, but he's got the smarter kids that know how to use it. It's the kids that don't know how to use it, meaning how they can learn from it because they make it distracted much easier. And there are kids who are on their computers doing other things during the classrooms. Um, they have access to other ways to

164get to the outside world. Unblock is one of them. They can unblock software that they get access to YouTube connections. Those are the kids that suffer. And I'd like all kids to have the same outcome as best they can. We can't guarantee an outcome. That's an equity issue. It's impossible with grades. But we need to do something about our scores. And if this is one way to do it, and I don't know how we're going to do it, but if coming up with a better way to utilize computers consistently throughout the school, I'm not doubting how you use yours, but there are others who don't use it that way. >> Mr. Ugal, could I provide perspective? I know Chris left as well. >> Uh, regarding your comment about performance, maybe performance, maybe the students would

165perform a little better if they had a say in what they wear. But anyway, um, that's that that's my facitious comment for the evening. Um, secondly, first of all, we grew up together. You're an amazing teacher. You're an amazing mother and I 100% agree with everything that you said tonight. Um, and I probably will agree with everything the rest of you are going to say as well. Um, I am not in favor of carts. I'm not in favor of computer labs. Although it worked very well for us in the 90s. It does not work now. Um, I I do How long have we had one to one? Uh, six years now since co five and a half. So my kids were in second and fourth grade when COVID hit. Um, so in the six years

166now they're eth and tenth. I have never but once seen a classroom where I thought computers were overused once and it happens to be this year. But I don't think it's a universal problem. Um, it might be a problem in one classroom here and there. I think it might be more of an issue at the middle school level than at the high school level. I could be wrong there. I don't know. Um I'd like to see some data on that. Um but I definitely don't think this is a universal problem. I think you're saying that >> of course >> that you're going to see the difference. We haven't had this before. >> Yeah. >> Completely different technology. >> Yeah. >> Everything changed. We have a curriculum or even a foundation to build the curriculum to

167support this. That's why we're seeing the dip in the scores. We don't have the necessary things we need to get it up and running. We are there. You have teachers working together. Kim, God bless you for allowing us all that time. I I cannot I say to Mr. every day. The amount that we have been able to do this year that has impacted the students so positively the change I've seen in your daughter since the first day of school accessing what she needs to on the computer mindful and that's just in one school year because we've been given the opportunity to make the necessary changes to make it intentional max 100% agree >> no but that's what I mean it wasn't it wasn't >> given to just to make it intentional. >> And now we're

168there. Now we're there. And as far as your commentary, I have two children that are As far as science and herensic science professor has stated to her come and ask you for support where you're getting your sources I'm not >> I just want to provide perspective because you mentioned and hopefully this will bring this together and then I I feel like we should hear from the other teachers because it's important. One of the things I want to bring forward from an administrator perspective, you're worried about policy, right, and how this gets used in the classroom. So, not only is curriculum being built and we're making huge strides with the office of OTL really moving forward and getting our teachers to have input and make those changes and think intentionally about how we're using this tool

169of technology. But in our evaluation system, which is state approved, we have multiple statements that we have to look at. One of which is teachers make effective use of technology to support student learning. That's partly our job as administrators to make sure if we're seeing a classroom that you're not happy about, yeah, we got to make some of those changes. It takes a little bit of time, but we need to look through, okay, that teacher may be relying a little too much on technology. It's our job to work through that with the teachers and to think through the lens of and advocate for our students. One of the other statements is teachers provide students with access to a variety of print and digital resources. So we have to make sure that our teachers are moving

170forward using these things in addition to the curriculum coming together to do that. At the secondary level, having been there and and also having been at the intermediate level, it is necessary for kids to have onetoone device. Is there a way for just like we did with yandra pouches to say, "Nope, today we're not using them. We're putting them away or we're storing them over on the, you know, counter for now so that we can get through what we need to." One of the other pieces in the evaluation system that we were talking about, um, Mr. Putnham, you brought it up communicating with each other. That is a huge standard in all of curriculum. In addition to we are constantly looking for with teachers are they fostering how studentto student discourse is happening. We've done

171a lot of work with OTL or highquality instruction and thinking through those things as well. As administrators it is our job to take a look at those pieces and make sure we talk at our admin meetings. What are we seeing? Are we seeing similar things? what is happening at different schools that we can mesh these types of things together. So I just wanted to provide that perspective and then definitely let the other three teachers who stayed this long have a conversation and bring to you know forward what they have there. Okay. So Maggie Miguel I'm the science department coordinator. I also had three kids one of the last one of whom is going to graduate very soon. Um and number one Mr. Dr. Putnham, I agree. We have a no cell phone policy at dinner

172and not only do we enforce it for us, when my daughter's my children's friends come over, they get the same treatment. So, you are welcome anytime you'd like. Um, Mr. Ucalo, I have to disagree with you. Um, you said that a lot of colleges and universities are getting away from some of these digital resources. Um, that may be true in the classroom in some regard. However, um, all of Yukon's libraries are online. Uh, we use the Wall Street Journal online. We use the Connecticut stock market game because I'm representing like eight different departments here apparently. Um, but we also I have to say I was doing a lab today using scholastic resources. We had done some work online because I have the hard copy of the magazine available in class. I also have a digital

173version of that magazine that has text to speech. I can change the Lexile kids. I can teach kids how to annotate the text within both the print and the digital. So I I agree Hillary, we have to come up with something. Here's where I think it changes. I was when I was doing this, the kids had their task is to now build a hurricane proof structure and they know. I go, "Okay, put them away." And the kids do. Well, I have this one nuji kid who was trying to hide his computer behind another kid. I walked over. I said, "I I told you to put this away." He's like, "No, Mrs. I'm researching how to build a better structure." like in my classroom they are using it intentionally and I will speak on behalf of

174my science department. Some of what we do we cannot do without technology. Some of the data analysis that we have to do and especially in our Yukon um our really high level courses we would not be able to do without the computing capacity. In my meteorology course we look at a graph called CAPE where there are four variables on one graph that incorporate trillions of bits of data. Humans cannot do that. And even with that, we still need people to interpret the data to tell us whether or not we're going to get, you know, 52 more feet of snow or whatever. So, while I agree that we have to be very intentional with our use of technology and where I agree that we have a wonderful administrative team, I mean, I can speak to the

175high school who are very very helpful helping us implement things. I think what we what we perhaps have to turn the lens on is our uh work with the community. I think we need to teach parents how to better use technology when the kids are not with us. I've got them for an hour and I can I have a pretty firm grasp of what they do in that hour. After that, they're not mine anymore. So, I think we need to educate the community about the appropriate use of technology in terms of education in addition to working with our staff. I don't know how I'm going to follow this up, but I think that Well, my name is Michaela Legassie. I'm a grade five teacher at TIS. Um, this is my first year in fifth grade.

176I was previously in fourth grade. Um, I agree that with everything that's been said, a couple things that struck me were the computer carts, the computer lab, and I just wholeheartedly agree that unfortunately we can't get through enough intentional time where students are getting something positive out of that. I I think about an analogy of someone who's a runner. I can't just run once a month and then all of a sudden be able to run a 5K. Well, um I think that these students need repetitive daily use on these programs so that we can be able to see their positive outcomes on state testing. And I know that there have been comments made about data not being what we expect, but from a grade four, grade 5 perspective, we have seen incredible leaps and gains

177in what these students have done. And that has been since we started getting these one-to-one devices. Um, through those times, we've been able to let students practice for the state testing. We've allowed them repetitive use of the screening tools of screen, how to use screen readers, how to use striketh through online, how to annotate in a notebook instead of directly on the paper, which they do do as well. Um, but in order for them to do well on that test, they can't just see it for the first time and then be able to perform well. They need to be comfortable with the platforms in which they're using so that they can do well on that assessment. And just from my lens personally, just a couple of programs that we use on a regular basis are

178programs like Lexia Powerup um and Freckle, which is linked directly with our universal screener of STAR. So that's a very similar format that students are exposed to. And one thing that's really wonderful about Lexia Powerup specifically is that students are given um very specific and differentiated instruction based on their needs. So that let's say I'm working with a small group. I can also have other small groups that are working on enriched instruction, maybe Greek morphology, but then I can also have students who are working on CVC words, and I don't have to worry about making sure that they are getting what they need because they're getting what they need in that moment. Lastly, um, with Freckle, one thing that I really love is that immediate feedback that I'm able to get. So, for example, during

179my wind class today, I'm teaching a lesson on commas and you know how we use that with questions and responses. So, an example being we're going to the movies tonight, aren't we? So, we do a couple examples up on the board. The students give me examples. They come up with examples on whiteboards. We're doing it. Okay. Let me just get a quick assessment, see how you guys are doing. Send them to Freckle. 10 questions. I'm able to see on my computer immediately which students are struggling and which students aren't. So by the end of that 30 minute period, I'm pulling a small group for the last 8 minutes of class and I have them working with me on whiteboards to make sure that they're getting it while my other kids are jumping on Lexia for

180five minutes to continue that targeted approach. So again, I'm in favor. I think that they need more than just once a month exposure in order to be successful. >> I was not prepared to speak tonight. They forced me into it. My name's Dora Carr. I just came to watch. Um, I teach here at the middle school. I'm a Thrive teacher, so I work with a different group of kids. And it's my fifth year with them. It's a self-contained behavior program. And I agree with everything everybody has to say. I don't want to take computers away from kids, but I also see the negative effects it has. It's sometimes it's just a constant battle. you know, you want to use the computers and then you know who's Thank God they can't email their friends anymore because

181that was a constant battle. You're trying to, you know, you don't want to shut the whole thing off because some kids are using it appropriately. But it is. And then when you do take the computer away, I have kids who just shut down. Heads are down or they swear at you. They're throwing their computer. So, I do kind of see, you know, it does it does cause a lot of trouble for for some of us and some of the kids. They just have that they don't have that self-control, you know, with it. Then I have parents who are like, "Please do not send my child home with that stupid computer." Um, because then they're using it at home for things that aren't academic and school related. So then I have to monitor. But I would

182never take the computers away. But I think we need to find a good balance because, you know, I do the same thing. I have the Scholastic magazines. I have got the hard print. I've got, you know, I've got it on the computer. And what I really hate is tutoring online. Um, I wish we could bring back more one-on-one tutoring. I'm tutoring two kids right now. And they're not the kind of kids that are online kids, and tutoring them has been really, really hard online. So, I wish that's something we can look into, too, and just not always rely like they're not going to sit home. They're not doing any of the everything's on their Google classrooms, but they're not doing any of it unless I'm on with them. And it's hard, you know. So, I

183wish that we could kind of revisit the tutoring aspect, but some of our kids to make it better for them. That's all I have to say. I don't like talking. >> Thank you, Dora. >> Jason, you'll last. >> So, um, couple things. Number one, um, Mr. you Cleo, you've you've mentioned very specific numbers of studies talking about things and prior to my computer dying because I forgot my charger. Um, you know, could you share with us some of these studies that you're talking about because you've you've I think it was 282 studies that you said were done and I'd like to see specifically we we throw out a lot of generalities. Okay. And I appreciate that. Um, is this about budget or achievement? I'm I'm just do you want to eliminate computers altogether or control

184computer use? What a computer teaches is not measured by standardized testing. So we but we're required to do it. District mandates 12 days of testing for star testing which is all on computers. We're taking away 12 days of instructional time to test kids on computers to see what they know. You've mentioned how scores are not increasing but Mr. Penny who showed a probably you said the most professional and the best presentation showed great growth in reading and math by our students. Are we still below? Absolutely. Are we making gains? Absolutely. So let's focus on the growth rather than being below level. I I can't remember but you you can't just look at the current growth because you have to look at the I'm looking at the problem itself which >> many many neuroscientists have have

185identified as being the start of all this. I'm not saying get rid of them completely. My point is we don't have any policy in place to put the guardrails up so that they're used properly. Is that the best word? So >> effectively, efficiently, so the students get the the the background they need in every single reading, writing, arithmetic, all the things necessary. We we know they're needed in in some special ed needs. We know they can be used in many ways, but at the same time, there's many ways that they probably can't shouldn't be used. So I don't know other than a policy, I've talked to Mrs. Ferguson about this, how we put the guardrails together and holding people accountable, teachers and everybody else accountable and giving them giving them the guardrails to go by.

186No different than a policy. >> But we have we have that guardrail in our evaluation procedures and what the administrators are are are are observing us on and rating us on in the TFL. That is part of what they are required to do is ensuring that we're using technology appropriately in the classroom and those are the standards that we are being addressed when we are being evaluated every year by our um evaluation program >> but we haven't defined appropriately yet. So how do you define a how would they define >> effectively? >> Okay, >> effectively >> is the other word that >> so I just I I think that we need to be careful in what we're trying to do or how we're expressing what we're trying to do because I think I'm hoping that

187some of what we're thinking you're saying is more than what you're really wanting. I don't think you want to I don't think you want to eliminate computers. >> No, we can't eliminate computers. >> Okay. So, I think that is something that needed to be on the record because I think that there's a lot of confusion on exactly where this discussion is going. >> No, I started off I started off by saying >> I'm not suggesting that. >> Okay. But so I I just it's computers are necessary and one and and 90% I I what I could pull up 90% of all schools and there has not been a decrease still have onetoone devices. I I'm not going to dispute that it is going down, but it doesn't mean it doesn't it doesn't mean one second.

188It doesn't mean that they are they have res they have contri doesn't does doesn't mean that they contributed to the problem or they didn't contribute to the problem of where kids stand these days. That's all I'm saying. I don't know the answer. I know I can I'm going to give you all the research out there. Um, and it's hard to find some that in that doesn't indicate that screen time and computer usage in education has gone beyond where it needs to go. I don't know if that's the answer, but but it is the data you can find and it's and it's everywhere that the screen time is what is what has contributed to the problems with test scores and all the other things. Again, I don't know what it's how they're going to use it,

189but we can determine how that should be used. And if it's and if it's something that you think will work, then you can be evaluated on on that basis. But we haven't really been doing that because we haven't had a method to to use. And I don't know, but Mrs. Ferguson and I have talked about it and that'll be something that I hope we can come to a conclusion on. And the last thing I just want to say is at what point does this shift from what the school district's responsibility is and what parental responsibility is in teaching proper use of technology? >> But there's a difference between the the proper use of technology and how we use it and there of course parents are responsible for a lot of things. But the point is

190how do we use it in the school system and do we use it the best way? I don't know if we do, but but there has to be a deep dive into what the best way to use it and what the guardrail should be, you know, and there are a lot of things you just can't eliminate them for like meteorology and and and all those other things. But there are other ways that they may be being used and are tied into the you know the the studies that have been done about how it's putting too much screen time in front of the kids and their brains don't work with the screen time as well as well as it does with other ways whether it's writing whether it's arithmetic whether it's you know social studies and

191those ways of course there are many reasons for it but we got to figure out what the best ways are I've never said get rid of computers I said it needs to be discussed and as Mrs. Ferguson had said the first meeting last time, we don't have any policy that covers any of this. There's no direction here. There's no there's no way to to evaluate or to review. And actually to to to walk into a classroom and say, "Well, that's not the way we do these things, >> right?" >> Yes. Go ahead. >> Very quick comment. I know it's late. Everybody wants to go home. The only thing that I will say I I think has suffered with the use of computers is handwriting. Um if any of the teachers in the room would love

192to tutor my eighth grader on handwriting, I will pay you. Um because I can't read it. Um and she's been on a computer since second grade. That's the only thing I think that has been a negative effect of the computer use. >> But you did. >> Do you want her? I'll send her to you. That's true. >> I mean, it's just the way the world is shifting. Some of us But the world isn't shifting for every industry, for every person, for every future, for every trade, for every teaching. I mean, there are people who are going to have to learn how to handwrite. They come to work for me in the construction business, they got to handwrite. They got to spell their names. You have to be able to read the handwriting. And it, but

193you had mentioned there's there's a class, an Italian class that your daughter's taking that's all on a computer. That's insane in my opinion. The whole class you can't learn Italian on a computer, >> but it's the only time I've ever come across that. >> I I I don't disagree with you. >> I will say for some of our English language learners and our students who are in language classes, um they are actually using some of the tools to be able to evaluate their speech so that they can improve their language skills in other languages. Um and at the secondary level, I teach science content. I don't teach lang, you know, language acquisition. However, we have a very high population of students who speak a different language and it has been extremely helpful for me to

194be able to translate things. In fact, that was the goal that I was I've been working on for two years to help my English language learners be able to acquire science skills regardless of their language. >> In this case, she's an English- speakaking student who's sitting in front of a screen the whole class, >> right? not questioning that. But >> that's that's why we have to discuss what's appropriate and what's not appropriate. That's all I'm saying. Okay. I think this is going to be further discussion. I don't know how to craft a policy. We'll put it in Ferguson's got I'm just kidding. I'm just kidding. But it will have to be discussed and Jeff will be involved and Mr. Bur I mean we'll have to discuss it further. No, I'm not talking about getting good.

195But I don't but people again I I don't think you should lose sight of the fact that there's something missing in the education process for our students. There is and you can't ignore the biggest boatload of data out there and studies out there that are indicating a lot of it is computers. Not that the computers are bad, but kids learn more off the screen than on the screen. So, how do we balance that? What this? There's not a lot there. >> Well, I I can only But it's not the it's the rare. It's probably the exception in most cases that that the child learns more on a computer than and I'm sure there are kids who need them more but by and large the majority of of the students that have been and there's thousands

196have been studied and it's this has been for 20 years that they they learn more and their brain understands more and memorizes more on paper whether it's handwriting whether it's reading you know reading from a book or reading something like a like scientific magazine or something but and and we can't assume that that's not true when when there are some kids who do benefit, but there are a lot of kids who don't. So, how do we how do we fix it is the question. And I knew you're all coming tonight and I said, "Great." So, I wasn't opposed to it. I don't have the answer. So, >> thank you. >> Comments for the good of the order. >> We're going to start over at that table over there. Just real quick, >> I will say

197I would welcome every board member, regardless of which school they're assigned to, any day, anytime, announced or unannounced, I would love to have you come in to see what our students are doing. Anytime. >> I know how you teach. >> Oh, I I agree with you. Yes. And same with Sullivan. How was our meeting, Torah? >> Thank you. All right, Jeff. I'm going to take 30 seconds. Uh, Mrs. McIll mentioned a Connecticut stock market game. I'm going to put this all together now. I was the first class to do that back in I'm going to date myself 1993. Another 1997 graduate and I actually have our group won that. We were in Vogal Wetmore School. We won went to to uh New York City to do this. But that game was played with no computers.

198So in 1993 we won ironically by selling every stock we had and buying Apple computer in the final week. So this is the funny part about it. Now think about that today. You ask about proper technology use. Could you even play that game without technology today? We used the Harford current and some Wall Street Journal that uh Miss Pelchhat brought in for us to help. I remember the story from back in the day. But that game is impossible to win without a computer today. Not even just win. Be competitive. You're trying to build students who are competitive in the workforce and and do things. Technology is a part of that. Now, to the opposite side of this, do I need to have a computer in front of me to learn a spoken language? Right? So,

199you have world languages? Yes, I'm sure a computer is important for fast translation and things, but should a student be sitting in front of it for 45 minutes of their 45m minute class? It's a spoken language. Technology has its place. It has its use, and it has its proper and intentional use. So, this group will get there. Let's get the data. Let's put all these great people who took their time to come out tonight. Let's figure this out as a group. I appreciate everybody's time and their enthusiasm on the topic. Have a great night. >> Warren Buffett could have done without a computer. Go ahead. Go ahead, Glenn. >> Uh, good meeting. I I like the cohesion between both meetings because they're both definitely technology related, right? And the unknowns of overusing or underusing such

200technology. um is the first time I heard the heard the term intentional use. You know, Jason, we have no idea what your evaluations are. We don't have access to them. We're not allowed to see them. So, we don't know what that that data would be. So, you got to understand from our perspective that the six of you here may be using intentionally used perfectly, but how many teachers are there in the district? How many may be overusing it to their advantage and hurting the teachers? I mean, hurting the students. So from our perspective, do we need to find that balance? Do we need to get um I'm sorry, I don't know who you are, but whatever you're you're developing >> Sterling. So you're developing a so some what were you saying along with what she

201was saying? >> Yeah. So you guys are doing something to come along with this intentional use. You know, that's the first we've heard of it really. So I was just kind of pretty cool how they both meetings aligned with AI and overusing and underusing or how to use it and computers in the same way. I think uh >> a lot of discussions nobody's taking computers away. That's definitely not what we want to do. But just make sure technology is being used properly within the district. That's really it. >> The dinner table. >> It's up to the dinner table. I hope if you do have the discussion you guys do know how to write. >> Okay. carry on. I got to get >> Bill, you're next. >> Nothing. >> Important topic and I'm glad to see

202that we're handling it at least in part by talking to the people who actually work with kids every day. This is where it has to come from. >> Kristen, >> I've said enough tonight. Um, >> yes, you have. Shut it off. I'm just kidding. My brain hurts and I haven't eaten dinner. So, thank you for all of you who came tonight very eloquently done. Agree with all of you. We'll make it happen the right way. >> I just want So, Mr. Klein had a had his hand up a few times and I missed him. Do you want to contribute here? >> Mrs. Ferguson, >> I just want to say that I on Monday morning, I put out an SOS to the building leaders and said, "Please get some teachers to come out on Wednesday night

203um for this conversation. So, I want to thank all of you so much for your time and your energy and your passion and commitment. I think it's a great conversation and one that's very worthwhile and I have complete confidence that we will arrive at a solution that everybody is comfortable with because we always do except trust Ditto, thank you to you guys for coming out and sharing your perspective and uh good meeting, good discussion. >> Go with this one. >> Um just to reiterate that I do think the guardrails already exist between curriculum and the administration evaluations that we have to do for our teachers. And I think this is the first time in a really long time I've been here as a student and as a teacher and as an administrator that all parts

204of the community are working together in a really great way to do what's best for kids. >> Our the the basis of our TFL is available to you. You can't see our personal evaluations. So you can see what we're being um you can see what we're being graded on as teachers. Um please come out more often. It gets lonely is sometimes being the only teacher here. So thank you for helping to support and and and educate our board of ed on how we do things. Um, I just want to briefly note that the tension surfaced in our dress code discussion, specifically the discomfort around discussing a body centered policy rather than a coverage um centered policy. And that tension highlights an opportunity to continue refining the policy in a way that supports decorum while reducing

205ambiguity and discomfort. Um, so in our apprehension to say certain things may be guided by the way the policy is written. Thank you. >> Thank you, Jason. Marissa, everything's great. Again, I'll end it with this. It was the discussion between the two of us. We need to come up with a way to define its purpose. at the same time try to work to find a way to give all students the best opportunity with or without computers and what what what gives them the best results. Thank you all. Motion for adjournment. >> Second. >> All in favor? Hi.